Professionalism and Emotional Intelligence: Tools for a Successful Third Year

1. Professionalism and Emotional Intelligence: Tools for a Successful Third Year Alice Chuang, MD, achuang@med.unc.edu Department of Obstetrics and Gynecology UNC Transition Course June 25, 2012

2. Objectives • Begin to understand the components of medical professionalism • Understand the principles of emotional intelligence and how it can help you navigate the workplace • Strive for achieving professionalism Patrice M Weiss, MD Department of Obstetrics and Gynecology Virginia Tech Carilion School of Medicine

3. Definition of Professionalism • the conduct, aims, or qualities that characterize or mark a professional or a professional person

4. III. Professionalism. Students must demonstrate a commitment to professional service, adherence to ethical principles, sensitivity to patients, and maintenance personal health and well-being, specifically: • Demonstrate honesty and integrity in all interactions with patients’ families, and colleagues • Actively seek and respond to feedback about professional performance • Demonstrate personal accountability and admit professional mistakes openly and honestly with one’s colleagues and instructors and critically evaluate these mistakes to promote professional development. Recognize unprofessional behaviors in peers and other health professionals with whom one interacts in professional life and address these in a constructive manner

5. III. Professionalism. Students must demonstrate a commitment to professional service, adherence to ethical principles, sensitivity to patients, and maintenance personal health and well-being, specifically: • Demonstrate balance between priorities of patient care and personal and professional development • Identify and apply theories and principles that govern ethical decision-making to the practice of medicine • Recognize and discuss the implications of conflicts of interest inherent in various financial and organizational arrangements for the practice of medicine and in medical education and research. • Advocate for access to health care for members of underserved populations • Develop healthy self-care behaviors and coping skills

6. Why is all this important? • Papadakis et al • Reviewed medical school records of physicians who had been disciplined by any state medical boards from 3 medical schools • Controls chosen who had graduated within 1-2 years, one of whom was in same specialty Papdakis et al, NEJM, Dec 2005

7. Why is this important • Common behaviors resulting in discipline • Use of drugs/alcohol endangering patients • Unprofessional conduct • Conviction for a crime • Negligence • Inappropriate prescribing or acquisition of controlled substances • Violation of law or order of the board • Failure to conform to minimal acceptable standards of practice • Sexual misconduct • Failure to meet CME requirements • Fraudulent billing • Failure to maintain adequate medical records Papdakis et al, NEJM, Dec 2005

8. Types of unprofessional behaviors • Irresponsibility • Diminished capacity for self-improvement • Immaturity • Poor initiative • Impaired relationships with students, residents or faculty • Impaired relationships with nurses • Impaired relationships with patients/families • Unprofessional behavior associated with anxiety, insecurity and nervousness Papdakis et al, NEJM, Dec 2005

9. Results • Disciplinary action by a medical board was strongly associated with prior unprofessional behavior in medical school (odds ratio, 3.0; 95 percent confidence interval, 1.9 to 4.8), for a population attributable risk of disciplinary action of 26 percent. The types of unprofessional behavior most strongly linked with disciplinary action were severe irresponsibility (odds ratio, 8.5; 95 percent confidence interval, 1.8 to 40.1) and severely diminished capacity for self-improvement (odds ratio, 3.1; 95 percent, confidence interval, 1.2 to 8.2). Papdakis et al, NEJM, Dec 2005

10. Definition of Emotional Intelligence • the capacity for recognizing our own feelings and those of others, for managing emotions well in ourselves and in our relationships, and for motivating ourselves and others. Emotional Intelligence: Why It Can Matter More than IQ Daniel Goleman, PhD

11. I swear to G-- I’ll &^*&@#! take this ball and shove it down your &^*&@#! throat! Do you hear me? I swear to G--. You better be glad–you better be &^*&@#! glad that I’m not, I swear.

12. Emotional Quotient v. Intelligence Quotient • Among people smart enough to handle the most cognitively demanding fields, SUCCESS: • IQ least powerful predictor • EQ/EI more powerful the higher the intelligence barriers for entry into a field • In careers where professional selection focuses exclusively on intellectual abilities, EQ outweighs IQ in determining who emerges as a leader. Working with EQ, Goleman, Bantam 1995

13. Components of Emotional Intelligence at Work • Self-Awareness • Self-Regulation • Motivation • Empathy • Social Skill

14. MS3 year

17. Rules for a Successful Third Year • Tell the truth • Ask for feedback, be open to feedback • Remember your patient is always worse off than you are • Be present (in body and mind)ALWAYS • Wash your hands a lot, especially before eating • Say you are sorry when you hurt someone or make a mistake • Be observant and reflective every day • Learn from your mistakes • Have a good sense of humor • Know when to ask for help

18. HAVE FUN!