• Dotun Ogunyemi, Sukrant Mehta, Aaron Turner, David Kim, and Carolyn Alexander.
• J Reprod Med. 2014 May 1; 59 (5-6): 279-84.

ObjectiveTo assess emotional intelligence (EQ) and the construct validity of the EQ Appraisal survey among academic faculty, residents, and medical students.Study DesignFrom 2007 to 2011, 155 medical education personnel participated in 4 self-administered surveys. The EQ Appraisal survey measures Self-Awareness, Self-Management, Social Awareness, and Relationship Management. The DISC survey defines 4 personality domains: Dominance, Influence, Steadiness/ Submissiveness, and Conscientious/Compliance. The Thomas-Kilmann Conflict Instrument defines 5 conflict styles: Competing, Collaborating, Compromising, Accommodating, and Avoiding. The Interpersonal Influence Inventory categorizes 4 behavior styles: Openly Aggressive, Assertive, Concealed Aggressive, and Passive behaviors. Statistical analysis was done as indicated. The p value of < 0.05 was taken as significant.ResultsThe overall mean EQ score was 75.9 (SD 8.2), and components scores were: Self-Awareness = 74.6 (SD 10), Self-Management = 74.8 (SD 10.6), Social Awareness = 77.0 (SD 9.6), and Relationship Management = 76.8 (SD 9.9). Faculty and residents had higher Social Awareness scores as compared to medical students (79.33 [SD 8] vs. 75.59 [SD 10.3], p = 0.01). Mean EQ scores correlated positively with Collaborating conflict style, Assertive Behavior, Influence, and Steadiness/Submissiveness but correlated negatively with Dominance personality domain, Passive, and Concealed Aggressive behaviors.ConclusionEQ varied with level of training. EQ competence may occur by Collaborating and Assertive Behaviors utilizing Influence and Steadiness/Submissiveness personality domains.

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