Team emotional intelligence, team interactions, and gender in medical students during a psychiatry clerkship

Nicole J. Borges, Britta M. Thompson, Brenda J. Roman, Mark H. Townsend, Lisa R. Carchedi, Jeff S. Cluver, Julia B. Frank, Paul M. Haidet, Ruth E. Levine

Research output: Contribution to journalArticle

8 Scopus citations

Abstract

Objective: This study examined the relationship between team emotional intelligence, quality of team interactions, and gender. Methods: Psychiatry clerkship students participating in Team-Based Learning (TBL, n = 484) or no TBL (control, n = 265) completed the Workgroup Emotional Intelligence Profile (WEIP-S) and the Team Performance Scale (TPS). Results: Significant correlations (p <0.01) existed between quality of team interactions (i.e., TPS) and team emotional intelligence (i.e., WEIP-S) subscales, but not gender. Control and TBL groups experienced significant increases in WEIP-S subscales pre to post (p <0.01, η 2 =.08), with the TBL group experiencing significantly higher gains in three of four subscales. Control group scored higher on TPS. Conclusions: A significant relationship exists between team emotional intelligence and quality of team interactions. Gender was unrelated to TPS or WEIP-S subscales. TBL group experienced higher gains in WEIP-S subscales while the control group experienced slightly higher TPS scores. Results suggest implications for medical educators who use TBL.

Original languageEnglish (US)
Pages (from-to)661-663
Number of pages3
JournalAcademic Psychiatry
Volume39
Issue number6
DOIs
Publication statusPublished - Dec 1 2015

    Fingerprint

Keywords

  • Clerkship
  • Curriculum development
  • Emotional intelligence
  • Medical students

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Education

Cite this

Borges, N. J., Thompson, B. M., Roman, B. J., Townsend, M. H., Carchedi, L. R., Cluver, J. S., ... Levine, R. E. (2015). Team emotional intelligence, team interactions, and gender in medical students during a psychiatry clerkship. Academic Psychiatry, 39(6), 661-663. https://doi.org/10.1007/s40596-015-0282-4