TY - JOUR
T1 - Exploring the trait emotional intelligence profiles of medical residents in Oman
AU - Chan, Moon Fai
AU - Al-Huseini, Salim
AU - Al-Alawi, Mohammed
AU - Al Sinawi, Hamed
AU - Al Balushi, Naser
AU - Al-Adawi, Samir
N1 - Funding Information:
Funding: No grant was received to support this study.
Publisher Copyright:
© 2023, Emerald Publishing Limited.
PY - 2023/7/7
Y1 - 2023/7/7
N2 - Purpose: Emotional intelligence (EI) can improve patient–doctor relationships, foster empathy, develop teamwork in the workplace, and boost communication skills. This study aims to determine whether a cohort of residents has different profiles to their demographic and EI. Design/methodology/approach: A cross-sectional survey was conducted in 2017–2018 (n = 440). The Trait Emotional Intelligence Questionnaire was used to measure EI. Cluster analysis was used to identify different profile groups. Findings: Cluster analysis identified three clusters with different profiles. The residents in cluster A (n = 146, 33.2%) were older, more males, studying in their final year, and perceived lower EI. Cluster B (n = 184, 41.8%) were predominantly young females, more single, studying in year one, and perceived moderate EI. Cluster C (n = 110, 25.0%) were predominantly married females studying their year 1 in surgical and perceived higher EI. Research limitations/implications: Study limitations include respondent honesty, cross-sectional design, and lack of a comparison site. Including EI education can improve emotional regulation, well-being, and sociability and should be assessed as part of residents' development. Practical implications: Medical residents differ in emotional profiles, with higher EI improving coping and problem-solving skills. EI training should be integrated into the medical curriculum, particularly given the high-stress levels and unique stressors of hospital practicums. Originality/value: The study suggested that three groups of residents exist, and they differ in demographic, EI, and subscale levels. This study recommended that residents be taught EI-related concepts to help them develop their EI through training on emotionality, self-control, well-being, and sociability.
AB - Purpose: Emotional intelligence (EI) can improve patient–doctor relationships, foster empathy, develop teamwork in the workplace, and boost communication skills. This study aims to determine whether a cohort of residents has different profiles to their demographic and EI. Design/methodology/approach: A cross-sectional survey was conducted in 2017–2018 (n = 440). The Trait Emotional Intelligence Questionnaire was used to measure EI. Cluster analysis was used to identify different profile groups. Findings: Cluster analysis identified three clusters with different profiles. The residents in cluster A (n = 146, 33.2%) were older, more males, studying in their final year, and perceived lower EI. Cluster B (n = 184, 41.8%) were predominantly young females, more single, studying in year one, and perceived moderate EI. Cluster C (n = 110, 25.0%) were predominantly married females studying their year 1 in surgical and perceived higher EI. Research limitations/implications: Study limitations include respondent honesty, cross-sectional design, and lack of a comparison site. Including EI education can improve emotional regulation, well-being, and sociability and should be assessed as part of residents' development. Practical implications: Medical residents differ in emotional profiles, with higher EI improving coping and problem-solving skills. EI training should be integrated into the medical curriculum, particularly given the high-stress levels and unique stressors of hospital practicums. Originality/value: The study suggested that three groups of residents exist, and they differ in demographic, EI, and subscale levels. This study recommended that residents be taught EI-related concepts to help them develop their EI through training on emotionality, self-control, well-being, and sociability.
KW - Cluster analysis
KW - Emotional intelligence
KW - Medical residents
KW - Oman
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UR - https://www.mendeley.com/catalogue/bd37805e-0b38-3a0c-8736-90fc56ff0a7a/
U2 - 10.1108/jarhe-03-2023-0105
DO - 10.1108/jarhe-03-2023-0105
M3 - Article
AN - SCOPUS:85164504554
SN - 2050-7003
VL - 16
SP - 662
EP - 674
JO - Journal of Applied Research in Higher Education
JF - Journal of Applied Research in Higher Education
IS - 2
ER -