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Developing Emotional Intelligence in the Clinical Learning Environment: A Case Study in Cultural Transformation.

Abstract Burnout continues to erode the physician workforce, and there are few effective intervention studies to guide educators.
PMID
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Authors

Mayor MeshTerms

Emotional Intelligence

Keywords
Journal Title journal of graduate medical education
Publication Year Start




PMID- 28018533
OWN - NLM
STAT- MEDLINE
DA  - 20161226
DCOM- 20170301
LR  - 20170302
IS  - 1949-8357 (Electronic)
IS  - 1949-8357 (Linking)
VI  - 8
IP  - 5
DP  - 2016 Dec
TI  - Developing Emotional Intelligence in the Clinical Learning Environment: A Case
      Study in Cultural Transformation.
PG  - 692-698
LID - 10.4300/JGME-D-15-00548.1 [doi]
AB  - BACKGROUND : Burnout continues to erode the physician workforce, and there are
      few effective intervention studies to guide educators. OBJECTIVE : We explored
      residents' experience in a model environment emphasizing resident wellness,
      safety, and interpersonal skills. METHODS : As 1 of 14 participants in the
      national Preparing the Personal Physician for Practice (P4) project, the family
      medicine residency at Lehigh Valley Health Network implemented a series of
      curricular changes designed to transform the culture of education. This
      mixed-methods case study utilizes the results from 3 quantitative self-report
      instruments for well-being, along with content analysis of transcripts from 20
      focus groups and 33 resident advising sessions to describe experiences of the
      residents enrolled between July 2007 and June 2012. RESULTS : In the
      intervention, we found no statistically significant quantitative differences in
      the well-being of residents compared with the family medicine faculty and staff. 
      Deductive (a priori and template) analysis and inductive thematic analysis of the
      residents' articulations of their experiences revealed 6 recurrent themes:
      naming/articulation of emotions, relationships, attitudes about self-care,
      self-reflection, delivery of learning experiences, and availability of resources.
      CONCLUSIONS : Quantitative measures of well-being did not capture the
      experiential value of the curricular innovations implemented by the residency
      program, while qualitative analysis highlighted themes important to residents.
      While not all residents in the intervention expressed support for the changes,
      repeated references to the nurturing educational environment indicate recognition
      of, and favorable responses to, the creation of an emotionally intelligent
      learning community.
FAU - Cohen-Katz, Joanne
AU  - Cohen-Katz J
FAU - Sternlieb, Jeffrey L
AU  - Sternlieb JL
FAU - Hansen, Susan E
AU  - Hansen SE
FAU - Dostal, Julie A
AU  - Dostal JA
LA  - eng
PT  - Journal Article
PL  - United States
TA  - J Grad Med Educ
JT  - Journal of graduate medical education
JID - 101521733
SB  - IM
MH  - Burnout, Professional/*prevention & control
MH  - Curriculum
MH  - *Emotional Intelligence
MH  - Family Practice/education
MH  - Hospitals, Community
MH  - Humans
MH  - Internship and Residency/*methods
MH  - Pennsylvania
MH  - Social Skills
PMC - PMC5180523
COI - The authors declare they have no competing interests.
EDAT- 2016/12/27 06:00
MHDA- 2017/03/03 06:00
CRDT- 2016/12/27 06:00
PMCR- 2017/12/01
AID - 10.4300/JGME-D-15-00548.1 [doi]
AID - JGME-D-15-00548 [pii]
PST - ppublish
SO  - J Grad Med Educ. 2016 Dec;8(5):692-698. doi: 10.4300/JGME-D-15-00548.1.

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