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Maintaining productive key relationships
Published in John Wattis, Stephen Curran, Elizabeth Cotton, Practical Management and Leadership for Doctors, 2019
John Wattis, Stephen Curran, Elizabeth Cotton
Medical school selection procedures mean that doctors are usually very intelligent in the sense that they are intellectually bright and academically accomplished. However, research on so-called emotional intelligence (EI) shows that in many areas EI is a stronger predictor of success than intellect [1]. There are many definitions of EI and, unlike conventional intelligence, it is said to be relatively easy to develop. It can be characterised as competency in interpersonal interaction based on empathy, self-awareness, self-regulation, self-motivation, social awareness, and social skills. There are many questionnaires designed to measure EI or ‘emotional quotient’ (EQ), somewhat analogous to intelligence quotient (IQ). Despite the fact that (rather like IQ) it is a concept with disputed boundaries and properties, it nonetheless describes something that is pragmatically useful in understanding management issues.
Maintaining productive key relationships
Published in John Wattis, Stephen Curran, Dinesh Bhugra, Practical Management and Leadership for Doctors, 2017
John Wattis, Stephen Curran, Dinesh Bhugra
The quality of our relationships underpins our achievements in life. This chapter examines in more detail some key working relationships. As well as describing healthy relationships, we also look at what can go wrong and how it can be mended. Medical school selection procedures mean that doctors are usually very intelligent in the sense that they are intellectually bright and academically accomplished. However, research on so-called emotional intelligence (EI), shows that in many areas EI is a stronger predictor of success than intellect.1 EI has many definitions and unlike conventional intelligence it is said to be relatively easy to develop. It can be characterised as competency in interpersonal interaction based on empathy, self-awareness, self-regulation, self-motivation, social awareness and social skills. There are many questionnaires designed to measure emotional intelligence or ‘emotional quotient’ (EQ), somewhat analogous to intelligence quotient (IQ). Despite the fact that (rather like IQ) it is a concept with disputed boundaries and properties it nonetheless describes something that is pragmatically useful in understanding management issues.
Action Evaluation and Discrimination as Indexes of Imitation Fidelity in Autism
Published in Elizabeth B. Torres, Caroline Whyatt, Autism, 2017
In our initial study (Williams et al. 2013), we aimed to test the methodology by testing three hypotheses—whether there was a practice effect, whether visual feedback improved performance, and whether individual differences correlated with social cognitive function (measured by self-reported “empathic quotient” [EQ]). We found a trend toward an effect of practice: no effect of visual feedback, but a significant effect of EQ, with higher-scoring, more empathic individuals showing more accurate imitation. There was no sex effect.
Affective Theory of Mind in Late Adulthood: The Role of Emotion Complexity and Social Relatedness
Published in Experimental Aging Research, 2023
Megan G. Stutesman, Douglas A. Frye
Another possibility that should not be neglected is that the Empathy Quotient-Cognitive did not find age effects because it was underpowered with a small sample size. A larger sample might have replicated previous results found with the Empathy Quotient-Cognitive. Importantly, in order to best situate and interpret the lack of effects found on one measure (such as the Empathy Quotient-Cognitive in this case) and not others, Bayesian analyses could be used. Bayesian analysis could classify why the data support the null hypothesis, such as no aging effects observed on particular AToM measures (Wagenmakers et al., 2018). Future studies could incorporate a Bayesian design and analysis approach to examine if there is empirical evidence to support AToM measures showing no age-related change.
Does empathy change during undergraduate medical education? – A meta-analysis*
Published in Medical Teacher, 2019
Vasiliki Spatoula, Efharis Panagopoulou, Anthony Montgomery
In terms of the difference in the effect sizes according to the empathy measure, it is instructive to comment on what each measure was designed to assess. The Jefferson Scale of Physician Empathy (Hojat et al. 2001) was originally developed to measure the orientation of medical students toward physician empathy in patient-care situations. The Reading the Mind in the Eyes test (RME-R) is an intuitive measurement that is standard practice in studies on the neurobiological substrates of theory of mind – believed to be strongly associated with general cognitive empathy (Domes et al. 2007; Hallerback et al. 2009; Harkness et al. 2011; Maurage et al. 2011; Ragsdale and Foley 2011). The Balanced Emotional Empathy Scale (BEES) is a reliable and valid instrument which measures response to fictional situations and particular life events and the extent to which one can feel the suffering of others or take pleasure in their happiness (Mehrabian 2000). The Interpersonal Reactivity Index (IRI) consists of the four subscales empathic concern, perspective taking, fantasy and personal distress (Davis 1983). The Empathy Quotient (Baron-Cohen and Wheelwright 2004) exhibits a three-dimensional structure with underlying factors called cognitive empathy, emotional reactivity, and social skills (Lawrence et al. 2004; Muncer and Ling 2006).
Validation of the Empathy Quotient in Mainland China
Published in Journal of Personality Assessment, 2018
Qing Zhao, David L. Neumann, Xiaoyan Cao, Simon Baron-Cohen, Xiang Sun, Yuan Cao, Chao Yan, Yuna Wang, Lin Shao, David H. K. Shum
Due to the unavailability of Chinese indigenous supporting scales to validate the EQ, this study used a set of questionnaires originally developed in Western cultures. Some subscales were found to have low reliability based on this sample. This is a limitation of this study because the concept of empathy might not be equivalent between Mainland Chinese and Western cultures. Therefore, a concern might be raised that this study imposed on Mainland Chinese participants self-evaluation on a concept of empathy that is more suitable for Western culture than their own. Empirical cross-cultural comparison studies are needed to further answer this important question, namely, whether empathy measured by the EQ scores has the same meaning across cultures.