email   Email Us: phone   Call Us: +1 (914) 407-6109   57 West 57th Street, 3rd floor, New York - NY 10019, USA

Lupine Publishers Group

Lupine Publishers

  Submit Manuscript

ISSN: 2637-6628

Online Journal of Neurology and Brain Disorders

Research Article(ISSN: 2637-6628)

Objective Structured Examinations as Supplemental Equipment for Amending Emotional Intelligence: A Pilot Survey

Volume 3 - Issue 3

Saeed Shoja Shafti*

  • Author Information Open or Close
    • University of Social Welfare and Rehabilitation Sciences (USWR), Razi Psychiatric Hospital, Iran

    *Corresponding author:Saeed Shoja Shafti, Full Professor of Psychiatry, University of Social Welfare and Rehabilitation Sciences (USWR), Razi Psychiatric Hospital, Iran

Received: November 13, 2019;   Published: November 25, 2019

DOI: 10.32474/OJNBD.2019.03.000165

Full Text PDF

To view the Full Article   Peer-reviewed Article PDF


Background: The scientific study of emotional intelligence (EI) in organizations has gained considerable research activity over recent years because it is being concerned with awareness and management of one’s own feelings and emotions in daily living activities. The objective of the present study was to investigate the relationship between EI of a group of psychiatric residents and their academic achievement to see that whether proper training and evaluation by new educative instruments can recompense any degree of shortage in EI.

Methods: Consistent with a cross-sectional survey design, 31 psychiatric residents had been requested to answer to The Schutte Self Report Emotional Intelligence Test (SSEIT), in June 2014, for examining the situation with respect to objective structured examinations, like mini-Clinical Examination Exercise (mini-CEX), Objective Structured Clinical Examination (OSCE), and chartstimulated recall (CSR) scores, which had been taken in the earlier 6 months. SSEIT score of 90 had been taken as demarcating point for dividing the sample population into two parallel groups, including the first group with SSEIT score lower than 90 and second group with SSEIT score equal to or more than 90.

Results: The response rate was 93.54%. In line with the results, there was no meaningful relationship between the aforesaid first group and second group as regards the relationship between SSEIT’s score and the mean total score of Mini-CEX, OSCE, and CSR, which had been examined in the preceding 6 months.

Conclusion: The current study demonstrates that EI does not seem to be a fixed problem in psychiatric residents, and enough exercise along with improvement of necessary interrogating or clinical skills may improve or compensate for unsatisfactory EI.

Keywords: Emotional Intelligence; Objectives Structural Examinations; Psychiatric Residents

Abstract| Introduction| Methods| Statistical Analysis| Results| Discussion| Conclusion| References|