Establishing a Relationship Between Emotional Quotient (EQ) and Academic Performance within Third Year Medical Students during their Surgical Clerkship

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dc.contributor.advisorHill, Crag
dc.contributor.authorMedina, Jose
dc.contributor.committeeMemberHalliday, Nancy
dc.contributor.committeeMemberCrowson, Howard
dc.contributor.committeeMemberMoon, Mary
dc.contributor.committeeMemberHamm, Robert
dc.date.accessioned2023-11-28T15:10:05Z
dc.date.available2023-11-28T15:10:05Z
dc.date.issued2023-12-15
dc.date.manuscript2023-11
dc.description.abstractAbstract Introduction: Professionalism competencies are essential in the medical field, yet these skills are often insufficiently covered and instructed in undergraduate medical education. This study explores the overlap between medical professionalism and emotional intelligence, proposing emotional intelligence training as a practical solution. However, its integration into medical education still needs more in-depth exploration. Methodology: This study introduced Boost Incorporated's mental toughness and leadership training curriculum to third-year medical students during their Surgery Clerkship. All third-year students in the 2020-2021 academic year were invited to participate in this investigation. Student volunteers were randomly assigned to either a control or an intervention group. The intervention group was granted access to Boost Incorporated’s twelve-hour online mental toughness and leadership training curriculum and had weekly faculty-led training sessions throughout their Surgical Clerkships. Both groups completed pre-course and post-course Mental Toughness and Leadership Assessments (MTLA) and National Board of Medical Examiners (NBME) Surgery Exams. The pre-course and post-course MTLA scores within each group were analyzed to assess the impact of the training intervention on the overall scores of the MTLA and its components in third-year medical student participants on their Surgery Clerkship. MTLA scores and NBME Surgery Shelf Exam scores were also analyzed to assess their relationship. In addition, student experiences were utilized to examine faculty-facilitated small-group learning as a delivery method for interventional training. Results: The intervention group receiving Boost's training showed significant improvements in MTLA scores and related assessment components, while the control group did not. However, both groups exhibited a small to medium, statistically insignificant correlation between MTLA scores and NBME Surgery Shelf scores. Faculty-led small group learning emerged as an adaptable and engaging delivery method for Boost's intervention training among clinical-phase Surgery Clerkship participants during their third year of medical school. They reported substantial benefits, including improved stress management, wellness promotion, practical guidance, and enhanced workload balance. Conclusion: This research underscores the potential of emotional intelligence training to enhance professionalism in medical education. The results indicate significant improvements in MTLA scores for students who received interventional training. However, further investigation is needed to explore the broader implications of these findings. Keywords: professionalism, medical education, emotional intelligence, emotional quotient, mental toughness, leadership training, Surgery Clerkship, student experiences, small-group learning, academic performance, Boost Incorporated, Mental Toughness and Leadership Assessment (MTLA), National Board of Medical Examiners (NBME) Surgery Shelf Exam, emotional intelligence training.en_US
dc.identifier.urihttps://hdl.handle.net/11244/339986
dc.languageen_USen_US
dc.subjectprofessionalismen_US
dc.subjectmedical educationen_US
dc.subjectemotional intelligenceen_US
dc.subjectMental Toughness and Leadership Assessment (MTLA)en_US
dc.thesis.degreePh.D.en_US
dc.titleEstablishing a Relationship Between Emotional Quotient (EQ) and Academic Performance within Third Year Medical Students during their Surgical Clerkshipen_US
ou.groupJeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculumen_US
shareok.nativefileaccessrestricteden_US

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