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Emotional Intelligence as a Predictor of Resident Wellness
S52
Scientific Forum Abstracts
Efficacy of Didactic vs Experiential Learning Anju Saraswat, MD, Edward P Dominguez, MD, FACS, William D Watson II, MD, FACS, Jennifer Moreland, PhD, John O Elliott, PhD, MPH, John A Bach, MD, FACS Riverside Methodist Hospital, Columbus, OH INTRODUCTION: Recognition of intra-abdominal hypertension (IAH) leading to end-organ damage has led to increased awareness of clinical signs leading to abdominal compartment syndrome (ACS). The gold-standard is trans-bladder pressure measurement. It is a simplistic method; however, there is need for a standardized process between clinicians. We determined whether a simulation program would improve understanding and retention of ACS better than a didactic program. METHODS: Nineteen general surgery residents were randomized by postgraduate year level to either a simulation or didactic group. Three months later, all underwent an additional simulation. An observational tool was used by 2 independent reviewers to assess performance on the randomly assigned video recorded simulations. Sessions also included a 15-question knowledge assessment, a 4question self-efficacy scale (0-100) (measuring residents’ confidence in managing ACS), and a face validity assessment of the simulation experience. RESULTS: Ten residents were randomized to the simulation group and 9 to the didactic group. No baseline differences in PGY level or experience evaluating bladder pressure were noted between groups. Observational evaluation demonstrated a statistically significant difference between the simulation and didactic groups: 12.5 vs 9.9, p¼0.037 (standardized effect size ¼ 1.15). Knowledge retention was equivalent for both groups. Self-efficacy scores were higher in the didactic group at session 1 (251.0 vs 330.0, p¼0.01) but not at session 2 (323.8 vs 326.0, p¼0.948). Face-validity was equivalent between groups. CONCLUSIONS: The study findings suggest simulation-based education helps highlight deficits in critical care teaching and also provides residents insight on their clinical deductive skills and patient management. Emotional Intelligence as a Predictor of Resident Wellness Dana T Lin, MD, Cara A Liebert, MD, James N Lau, MD, FACS, Arghavan Salles, MD, PhD Stanford University School of Medicine, Stanford, CA INTRODUCTION: There is increasing recognition that physician wellness is critical; it not only benefits the individual, but also influences quality and patient care outcomes. Despite this, resident physicians suffer from a high rate of burnout and personal distress. Individuals with higher emotional intelligence (EI) are thought to perceive, process, and regulate emotions more effectively, which may lead to enhanced well-being and less emotional disturbance. This study sought to understand the relationship between EI and wellness among surgical residents.
J Am Coll Surg
METHODS: Residents enrolled in a general surgery residency program were surveyed on a voluntary basis. Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire (TEIQue)-Short Form. Resident wellness was assessed with the Dupuy Psychological General Well-Being Scale, Maslach Burnout Inventory, and Beck Depression Inventory-Short Form. Multivariate analysis was performed to identify factors predictive of well-being, and EI and wellness parameters were correlated using Pearson coefficients. RESULTS: Forty-three residents participated in the survey (response rate 55%). The EI scores correlated positively with well-being (r ¼ 0.71, p<0.001) and inversely with depression (r ¼ -0.76, p<0.001) and burnout parameters emotional exhaustion (r ¼ -0.72, p<0.001) and depersonalization (r ¼ -0.35, p¼0.02). In regression analyses controlling for demographic factors such as sex, age, and relationship status, EI was strongly predictive of well-being (b ¼ 0.83, p<0.001), burnout (b ¼ -0.87, p¼0.001), and depression (b ¼ -0.36, p¼0.002). CONCLUSIONS: Emotional intelligence is a strong predictor of resident well-being. Prospectively measuring EI may identify those who are most likely to thrive in surgical residency. Interventions to increase EI may be effective at optimizing the wellness of residents. Focused Cadaveric Dissection in Surgical Resident Education Charles M Maliska, MD, John W Carter, PhD, John Blebea, MD, MBA, FACS, Jeanne E Gillert, PhD, Carmen Ruiz, MD, FACS University of Oklahoma College of Medicine-Tulsa, Tulsa, OK INTRODUCTION: With restricted clinical schedules, adjunctive methods are being used in surgical resident training. Cadaveric dissections, a historical standard in teaching human anatomy to medical students, are being increasingly implemented in training surgical residents. We evaluated the educational benefits and knowledge retention of postgraduate year (PGY) level-specific cadaveric surgical dissections in resident training. METHODS: Over a 2-year period, 34 surgical cadaveric dissections were performed by 25 surgical residents at PGY levels 1-5. The curriculum involved 17 surgically relevant anatomic areas considered PGY-level specific. A 10-question written examination was given before, immediately after, and at 90 days after the 2-hour dissection. A total of 121 examinations were completed. Results were analyzed using a paired sample t-test followed by ANOVA repeated measures. RESULTS: There was an improvement in scores for all PGY levels comparing test results from before to immediately after the dissection (p < 0.001). Only interns, however, maintained their improvement in scores at 90 days (p < 0.001). Post-dissection resident surveys showed that 96% of residents found the exercise beneficial to their surgical training and 97% felt that it improved their understanding of the anatomy.
Scientific Forum Abstracts
Efficacy of Didactic vs Experiential Learning Anju Saraswat, MD, Edward P Dominguez, MD, FACS, William D Watson II, MD, FACS, Jennifer Moreland, PhD, John O Elliott, PhD, MPH, John A Bach, MD, FACS Riverside Methodist Hospital, Columbus, OH INTRODUCTION: Recognition of intra-abdominal hypertension (IAH) leading to end-organ damage has led to increased awareness of clinical signs leading to abdominal compartment syndrome (ACS). The gold-standard is trans-bladder pressure measurement. It is a simplistic method; however, there is need for a standardized process between clinicians. We determined whether a simulation program would improve understanding and retention of ACS better than a didactic program. METHODS: Nineteen general surgery residents were randomized by postgraduate year level to either a simulation or didactic group. Three months later, all underwent an additional simulation. An observational tool was used by 2 independent reviewers to assess performance on the randomly assigned video recorded simulations. Sessions also included a 15-question knowledge assessment, a 4question self-efficacy scale (0-100) (measuring residents’ confidence in managing ACS), and a face validity assessment of the simulation experience. RESULTS: Ten residents were randomized to the simulation group and 9 to the didactic group. No baseline differences in PGY level or experience evaluating bladder pressure were noted between groups. Observational evaluation demonstrated a statistically significant difference between the simulation and didactic groups: 12.5 vs 9.9, p¼0.037 (standardized effect size ¼ 1.15). Knowledge retention was equivalent for both groups. Self-efficacy scores were higher in the didactic group at session 1 (251.0 vs 330.0, p¼0.01) but not at session 2 (323.8 vs 326.0, p¼0.948). Face-validity was equivalent between groups. CONCLUSIONS: The study findings suggest simulation-based education helps highlight deficits in critical care teaching and also provides residents insight on their clinical deductive skills and patient management. Emotional Intelligence as a Predictor of Resident Wellness Dana T Lin, MD, Cara A Liebert, MD, James N Lau, MD, FACS, Arghavan Salles, MD, PhD Stanford University School of Medicine, Stanford, CA INTRODUCTION: There is increasing recognition that physician wellness is critical; it not only benefits the individual, but also influences quality and patient care outcomes. Despite this, resident physicians suffer from a high rate of burnout and personal distress. Individuals with higher emotional intelligence (EI) are thought to perceive, process, and regulate emotions more effectively, which may lead to enhanced well-being and less emotional disturbance. This study sought to understand the relationship between EI and wellness among surgical residents.
J Am Coll Surg
METHODS: Residents enrolled in a general surgery residency program were surveyed on a voluntary basis. Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire (TEIQue)-Short Form. Resident wellness was assessed with the Dupuy Psychological General Well-Being Scale, Maslach Burnout Inventory, and Beck Depression Inventory-Short Form. Multivariate analysis was performed to identify factors predictive of well-being, and EI and wellness parameters were correlated using Pearson coefficients. RESULTS: Forty-three residents participated in the survey (response rate 55%). The EI scores correlated positively with well-being (r ¼ 0.71, p<0.001) and inversely with depression (r ¼ -0.76, p<0.001) and burnout parameters emotional exhaustion (r ¼ -0.72, p<0.001) and depersonalization (r ¼ -0.35, p¼0.02). In regression analyses controlling for demographic factors such as sex, age, and relationship status, EI was strongly predictive of well-being (b ¼ 0.83, p<0.001), burnout (b ¼ -0.87, p¼0.001), and depression (b ¼ -0.36, p¼0.002). CONCLUSIONS: Emotional intelligence is a strong predictor of resident well-being. Prospectively measuring EI may identify those who are most likely to thrive in surgical residency. Interventions to increase EI may be effective at optimizing the wellness of residents. Focused Cadaveric Dissection in Surgical Resident Education Charles M Maliska, MD, John W Carter, PhD, John Blebea, MD, MBA, FACS, Jeanne E Gillert, PhD, Carmen Ruiz, MD, FACS University of Oklahoma College of Medicine-Tulsa, Tulsa, OK INTRODUCTION: With restricted clinical schedules, adjunctive methods are being used in surgical resident training. Cadaveric dissections, a historical standard in teaching human anatomy to medical students, are being increasingly implemented in training surgical residents. We evaluated the educational benefits and knowledge retention of postgraduate year (PGY) level-specific cadaveric surgical dissections in resident training. METHODS: Over a 2-year period, 34 surgical cadaveric dissections were performed by 25 surgical residents at PGY levels 1-5. The curriculum involved 17 surgically relevant anatomic areas considered PGY-level specific. A 10-question written examination was given before, immediately after, and at 90 days after the 2-hour dissection. A total of 121 examinations were completed. Results were analyzed using a paired sample t-test followed by ANOVA repeated measures. RESULTS: There was an improvement in scores for all PGY levels comparing test results from before to immediately after the dissection (p < 0.001). Only interns, however, maintained their improvement in scores at 90 days (p < 0.001). Post-dissection resident surveys showed that 96% of residents found the exercise beneficial to their surgical training and 97% felt that it improved their understanding of the anatomy.