Emotional intelligence and clinical skills: preliminary results from a comprehensive clinical performance examination.

Background: The recognition of emotional states in one's self and others, emotional intelligence (EI) may play a key role in patient care. This study examines the relationship between EI and students' clinical skills in a required, comprehensive performance examination (CPX).

Method: Prior to taking a 12-station CPX, third-year students in 2003 and 2004 (n=165) completed the Trait Meta-Mood Scale and Davis' Interpersonal Reactivity Index.

Clinical skills as demonstrated by a comprehensive clinical performance examination: who performs better - men or women?

Purpose: Determine whether gender predicted student performance on a clinical performance examination (CPX) when controlling for pre-matriculation and medical school performance.

Method: A sixteen-station CPX, utilizing standardized patients (SPs), was administered to the fourth-year students three successive years at one United States medical school. Scores for each student by discipline and skills across stations were generated.

Gender discrimination and sexual harassment in medical education: perspectives gained by a 14-school study.

Purpose: The authors attempted to determine male and female medical students' exposures to and perceptions of gender discrimination and sexual harassment (GD/SH) in selected academic and nonacademic contexts.

Method: An anonymous, self-report questionnaire was administered in the spring of 1997 to senior medical students at 14 U.S.

Comparison and evaluation of the clinical experience of fourth-year medical students in a mandatory emergency medicine clerkship at university and community hospitals.

From 1995 to 1998, 225 medical students taking the Emergency Medicine Clerkship filled out bubble sheets on 15 common clinical problems for each of their clinical shifts. All students had to take a mandatory written final examination. Of 225 students who took the clerkship, 196 students filled out all 10 sheets and took the final examination.

Medical students' ratings of faculty teaching in a multi-instructor setting: an examination of monotonic response patterns.

Realizing that the psychometric properties of a measure may be highly variable is especially relevant in a multi-instructor context, since an implicit assumption is that student ratings are equally reliable and valid for all faculty ratees. As a possible indicator of nonattending (i.e.