Michael Brannick , Mark Grichanik, Stanley Nazian , Monika Wahi , and Steven Goldin

1. Emotional Intelligence and Medical School Performance: A Prospective Multivariate Study Michael Brannick, Mark Grichanik, Stanley Nazian, Monika Wahi, and Steven Goldin Results Introduction • Medical school performance is a broad and multi-faceted criterion. • Current cognitive and non-cognitive predictors of medical school success include undergraduate (science, overall) GPAs, MCAT scores, personality tests, written personal statements, letters of recommendation, SJTs and interviews. • Emotional intelligence (EI) has become an increasingly popular choice for predicting success in health service occupations. • Present Study: • 1) Compare the ability of a self-report and an ability-based EI measure to predict facets of medical school performance, and • 2) Determine whether the EI measures increment prediction beyond conventional instruments. Method • Participants: • Three cohorts of medical students (those anticipated to graduate in 2009, 2010, and 2011) from the USF Morsani College of Medicine (N=377) were invited to participate in their first or secondyear. N = 209 (55%) students signed consent forms. • Demographics: 56% female, 42% male. Mean age = 23.52 (SD=2.84). • 13 % Asian; 3% Black or African-American; 9% Hispanic; 55% White; 20% Unreported. Registrar’s records indicate that this sample appears fairly representative of the population being studied. Correlations shown above where p <.05 are bold. If the regression weight for the variable was significant in a simultaneous regression, the correlation is shown in italic. Discussion • Max Performance: MCAT and undergraduate GPA were predictive of measures of success. • Personality measures were associated with some criteria • Conscientiousness was associated with better grades. • Extroversion was negatively related to success, particularly early on. • Of the EI measures, only the MSCEIT (ability-based measure) showed significant relations withany measures of success. • Neither measure of EI showed an incremental improvement in prediction beyond conventional ability and personality tests. • Criterion issues: • Problems with interpersonal measures. • Short vs. long term outcomes. • Predictor issues: • Changes in MCAT • EI constructs Predictor Measures: Criterion Measures: • Big-Five Personality6: • Neuroticism • Extroversion • Openness to Exp. • Agreeableness • Conscientiousness • Medical School GPA averaged across all graded classes, by year: • Year 1 + Year 2 (r=0.7) • Year 3 • Year 4 • Ability-based EI (MSCEIT)4: • Emotional Perception • Facilitating Thought • Understand Emotions • Managing Emotions • Overall EI • US Medical Licensing Exam: • Step 1 (end of Year 2): • Science • Step 2 (end of Year 3): • CK: Medical Knowledge • CS: not used • MCAT Average: • Verbal Reasoning • Biological Sciences • Physical Sciences • Clinical Performance Exam: • CPX administered over two different cohorts at the end of the third year • 12 stations: Multiple encounters with standardized patients. • Self-report EI (WLEIS)5: • Self-Emotional Appraisal • Emot. Appraisal of Others • Use of Emotion • Regulation of Emotion • Overall EI • Please address all correspondence to: • mbrannick@usf.edu • mgrichanik@ • mail.usf.edu For a copy of the full abstract and poster: • Overall Undergraduate GPA and Science GPA highly correlated (r=0.9) • Used Overall Undergraduate GPA • Assess patient interaction, quality and appropriateness of history taking and physical exam, and ability to develop a differential diagnosis. • Scores summed across stations Summary: EI measures did not increment prediction beyond existing predictors of medical school success