Variations in Demonstrated Emotional Intelligence: Trainee to Experienced Faculty Member.

Objectives: To identify differences in emotional intelligence (EI)-related competencies between fellows and faculty in a cohort of pediatric critical care physicians.

Design: Single-center, cross-sectional observation study.

Setting: Seventy-two-bed multidisciplinary pediatric critical care unit at a quaternary children's hospital (Children's Hospital of Philadelphia, Philadelphia, PA).

Subjects: Forty-seven critical care physicians, including 19 fellows and 28 faculty members, were assessed. A multidisciplinary team of 83 physicians, nurses, and nurse practitioners contributed to the assessments.

Interventions: None.

Measurements And Main Results: A multirater EI assessment tool (Emotional and Social Competency Inventory 360) was used to measure EI competencies of participating physicians across 12 core competencies. Utilizing a priori scoring definitions, physician EI competencies were classified as strengths or areas for growth. Results were stratified based on provider experience, generating comparisons between fellow and faculty cohorts. Ninety-four percent (177/188) of distributed assessments were completed. Fellow strengths were identified as organization awareness, achievement orientation, and teamwork; areas for growth were influence and emotional self-awareness. Compared with fellows, faculty members demonstrated additional strengths in the domains of adaptability, emotional self-control, coach and mentor, positive outlook, inspirational leadership, and influence.

Conclusions: This study provides the first characterization of EI competencies among trainees and faculty members using a validated multirater assessment tool. The descriptions of physician EI, based on years of experience, are an important piece of the foundation for future explorations into the advancement of physician EI and effective leadership.