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Purpose: To perform a scoping review to determine what is known about emotional intelligence (EI) in undergraduate medical education (UME). Two main questions were asked: (1) What medical student characteristics are associated with EI? Are there correlations with demographic or other factors?; and (2) What research studies have been done on EI in UME? For example, is there evidence EI changes over time as a result of personal experiences? Should EI be used as an admission criterion? Can EI improve as a result of experiences or deliberate interventions? Method: The authors searched four databases (PubMed, PsycInfo, Education Resources Information Center, and Web of Science) for all papers published up to and including December 2020. Two reviewers independently screened articles to determine if they met inclusion criteria. All authors extracted and analyzed data. Results: A set of 1520 papers on the topic of emotional intelligence was identified, with 119 papers meeting inclusion criteria. Most studies were done at international locations with only 17 done at US medical schools. Seventy-five were cohort or cross-sectional studies. Study populations were mixed among the studies, with year of medical study, inclusion of other healthcare students, and participation rates among the inter-study differences noted. Conclusions: Numerous gaps in the literature on EI exist with several points being clear: (1) there is disagreement on the definition of EI; (2) it is undetermined whether EI is a trait or an ability; and (3) there is marked variability among the instruments used to measure EI. It is also becoming apparent that using EI determination may be helpful as a component of the admission process, higher EI is likely related to improved clinical reasoning, and higher EI contributes to more effective stress management.

Five focus groups substantially agreeed about the lack of paternal participation in child welfare services and the reasons for low paternal involvement. The groups had considerable disagreement about whether child welfare professionals should address this issue. Some caseworkers believed that all fathers and mothers should be treated identically with respect to services to be offered and time frames for services; other caseworkers thought that the special circumstances of some fathers, such as lack of child care experience, called for service approaches that differ from those for mothers. Another disagreement was whether more fathers would be more involved if services were gender sensitive, that is, if agencies provided male caseworkers for fathers and had father-only services. Much of the debate focused on pragmatic considerations (would gender-sensitive services improve paternal participation and outcomes?), although some participants were concerned about equity (would such services give fathers an advantage in disputed custody cases?).

Investigated fathers' involvement in planning permanent kinship foster care for their children, examining frequency of contact between fathers and caseworkers, content of these contacts, and fathers' participation in permanency planning. Found that most fathers had no contact with caseworkers and had never participated in planning. Paternal involvement varied by family composition. (JPB)

Placement of children in state custody with their relatives has grown dramatically. Interviews with caseworkers serving children in kinship foster care were studied and revealed the complex nature of this practice and identified potential obstacles to permanency for these children. Results suggest practice principles that may facilitate permanency for these children. (Author)