Surgery (The Colles Institute) Articles

Emotional intelligence assessment in a graduate entry medical school curriculum.

Eva M. Doherty et al. — Mon, 08 Apr 2013 10:11:22 PDT

BACKGROUND: The management of emotions in the workplace is a skill related to the ability to demonstrate empathic behaviour towards patients; to manage emotional reactions in oneself and to lead others as part of a team. This ability has been defined as emotional intelligence (EI) and doctor's EI may be related to communication skills and to patient satisfaction levels. This study reports on the use of two assessments of EI as part of a course on Personal and Professional Development (PPD) in a graduate medical school curriculum.

METHODS: Fifty one graduate entry medical students completed an eight session course on PPD between December 2005 and January 2006. Students completed two measures of EI: self-report (EQ-i) and ability (MSCEIT V2.0) over a two year study period. The data gathered were used to explore the relationship between self-report and ability EI and between EI and student demographics, academic performance and change over time.

RESULTS: Analysis of the EI data demonstrated that self-report EI did not change over time and was not related to ability EI. Females scored higher than males on a number of self-report and ability EI scores. Self-reported self-awareness was found to deteriorate in males and females over time. High self-reported EI was found to be associated with poor performance on clinical competency assessments but with good performance on a number of bio-medical knowledge based assessments.

CONCLUSIONS: This report concludes that assessments of EI can be incorporated into a medical school curriculum as part of a PPD programme and that the concept of EI may be associated with performance in medical school.

Analysing the operative experience of basic surgical trainees in Ireland using a web-based logbook.

Peter E. Lonergan et al. — Thu, 10 Nov 2011 05:05:17 PST

BACKGROUND: There is concern about the adequacy of operative exposure in surgical training programmes, in the context of changing work practices. We aimed to quantify the operative exposure of all trainees on the National Basic Surgical Training (BST) programme in Ireland and compare the results with arbitrary training targets.

METHODS: Retrospective analysis of data obtained from a web-based logbook (http://www.elogbook.org) for all general surgery and orthopaedic training posts between July 2007 and June 2009.

RESULTS: 104 trainees recorded 23,918 operations between two 6-month general surgery posts. The most common general surgery operation performed was simple skin excision with trainees performing an average of 19.7 (± 9.9) over the 2-year training programme. Trainees most frequently assisted with cholecystectomy with an average of 16.0 (± 11.0) per trainee. Comparison of trainee operative experience to arbitrary training targets found that 2-38% of trainees achieved the targets for 9 emergency index operations and 24-90% of trainees achieved the targets for 8 index elective operations. 72 trainees also completed a 6-month post in orthopaedics and recorded 7,551 operations. The most common orthopaedic operation that trainees performed was removal of metal, with an average of 2.90 (± 3.27) per trainee. The most common orthopaedic operation that trainees assisted with was total hip replacement, with an average of 10.46 (± 6.21) per trainee.

CONCLUSIONS: A centralised web-based logbook provides valuable data to analyse training programme performance. Analysis of logbooks raises concerns about operative experience at junior trainee level. The provision of adequate operative exposure for trainees should be a key performance indicator for training programmes.

Personality factors and medical training : a review of the literature

Eva M. Doherty et al. — Thu, 17 Feb 2011 04:17:45 PST

Context: It has been acknowledged that certain personality characteristics influence both medical students’ and doctors’ performance. With regard to medical students, studies have been concerned with the role of personality and performance indicators such as academic results and clinical competence. In addition the link between personality and vulnerability to stress, which has implications for performance, has been investigated at both the undergraduate and postgraduate level. Most studies that are cited in the literature have been published before the year 2000. The authors therefore decided to undertake a literature search to determine whether there have been any prospective systematic studies published since 2000. Methods: A review of the literature was performed from 2000 – 2009, using the databases – Medline, PsychINFO, CINAHL. The search terms used were ‘personality’, ‘performance’ ‘stress’ and ‘medical student’. Specific inclusion criteria were cohort studies carried out over a minimum period of two years that measured medical student scores on valid and reliable personality tests and also used objective measures of performance and stress. Results: The authors identified seven suitable studies. Four of these looked at personality factors and academic success, one looked at personality factors and clinical competence and two looked at personality factors and stress. From the literature the main personality characteristic that was repeatedly identified was conscientiousness. Conclusion: The personality trait known as conscientiousness has been found to be a significant predictor of performance in medical school. The relationship between personality and performance becomes increasingly significant with advancement through medical training. Additional traits concerning sociability i.e. extraversion, openness, self-esteem and neuroticism have been identified to be also relevant particularly in the applied medical environment. A prospective national study with the collaboration of all medical schools would offer the possibility of further investigating these important but initial findings.