Search

Julia L Versel,1 Alexandra Plezia,1 Lauren Jennings,1 Isaac Sontag-Milobsky,1 William Adams,2 Ramzan Shahid1,3 1Loyola University Chicago Stritch School of Medicine, Maywood, IL, USA; 2Department of Medicine, Loyola University Chicago, Maywood, IL, USA; 3Department of Pediatrics, Stritch School of Medicine, Loyola University Medical Center, Maywood, IL, USACorrespondence: Ramzan Shahid, Department of Pediatrics Loyola University Medical Center, 2160 South First Ave, Maywood, IL, 60153, USA, Tel +1 708 327 9125, Fax +1 708327 9132, Email rshahid@lumc.eduPurpose: The purpose of this study was to determine if implementation of a new educational curriculum focusing on Emotional Intelligence (EI) and Resilience improved second year medical student scores in these areas.Methods: Our EI-Resilience curriculum was offered as an elective for second year medical students to voluntarily enroll in. The elective consisted of six 2-hour sessions taught by a single faculty member over eight months. Sessions focused on development of EI skills and teaching a Resilience “PROGRAM” (Positive thinking, Reframing, Optimism, Gratitude, Reflection, Altruism, Meaning). Participants’ EI levels were assessed before and after the elective using the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0).Results: Over a period of 2 years, 70 students participated in the elective. The overall mean EI score significantly improved after the educational elective (100.05 ± 12.94 versus 108.14 ± 12.36, p < 0.001). Compared to the baseline scores, there was significant improvement in all EI components, including all five composite scales, all fifteen content subscales, and the well-being score (all p < 0.05). In a post-intervention survey assessing student perception of the elective, most students found the elective to be helpful (95%, 64/67), most students felt the elective should continue to be available for future students (95%, 64/67), and most would recommend the elective to other students (93%, 62/67).Conclusion: An EI-Resilience curriculum offered as an elective to second year medical students was well received by students. Our outcomes showed significant improvement in students’ EI scores and all sub-scores, including all components of the stress management composite and well-being score. Teaching EI skills and Resilience strategies in the preclinical setting might be an opportune time for this type of educational intervention.Keywords: wellness, medical education, curriculum, elective

Ramzan Shahid,1 William Adams2 1Department of Pediatrics, Stritch School of Medicine, Loyola University Chicago, Maywood, Illinois, USA; 2Clinical Research Office Biostatistics Core, Loyola University Chicago, Maywood, Illinois, USACorrespondence: Ramzan ShahidDepartment of Pediatrics, Stritch School of Medicine, Loyola University Chicago, 2160 S. First Ave, Maywood, Illinois 60153, USATel +1 708-327-9125Fax +1 708-327-9132Email rshahid@lumc.eduIntroduction: Emotional intelligence (EI) is the skill of understanding yourself, managing yourself, understanding others, and managing relationships. Studies have begun analyzing the level of EI demonstrated by resident physicians in various specialties. Very few studies have assessed EI levels of residents in multiple specialties within one institution. The purpose of our study was to assess the EI level of all residents at our institution and to determine which variables were associated with higher EI scores.Methods: In 2018, residents voluntarily participated in the study by completing two online surveys. The first survey was a de-identified survey monkey asking demographic and other training information. The second survey was an online emotional intelligence survey assessing their EI skills, the Emotional Quotient Inventory 2.0 (EQ-i 2.0).Results: A total of 176 of 486 residents (36.2%) completed the study. There was no significant association between EI level and age, gender, type of medical degree, having an advanced degree, or being in a specific specialty. We found that residents who took time off before matriculating into medical school had higher overall EI scores than those who did not take time off (p = 0.02). Similarly, those who took time off before medical school scored higher in interpersonal skills (p = 0.04), empathy (p = 0.03), decision-making (p = 0.02), and impulse control (p = 0.03).Conclusion: Residents who had taken time off before matriculating in medical school had higher overall EI scores and higher scores in the EI components of interpersonal skill, empathy, decision-making, and impulse control.Keywords: emotional intelligence, gap year, time off

Ramzan Shahid,1 Jerold Stirling,1 William Adams2 1Department of Pediatrics, Stritch School of Medicine, Loyola University Medical Center, Maywood, IL, USA; 2Clinical Research Office Biostatistics Core, Loyola University Chicago, Maywood, IL, USA Background: US physicians are experiencing burnout in alarming numbers. However, doctors with high levels of emotional intelligence (EI) may be immune to burnout, as they possess coping strategies which make them more resilient and better at managing stress. Educating physicians in EI may help prevent burnout and optimize their overall wellness. The purpose of our study was to determine if educational intervention increases the overall EI level of residents; specifically, their stress management and wellness scores.Participant and methods: Residents from pediatrics and med-ped residency programs at a university-based training program volunteered to complete an online self-report EI survey (EQ-i 2.0) before and after an educational intervention. The four-hour educational workshop focused on developing four EI skills: self-awareness; self-management; social awareness; and social skills. We compared de-identified median score reports for the residents as a cohort before and after the intervention.Results: Thirty-one residents (20 pediatric and 11 med-ped residents) completed the EI survey at both time intervals and were included in the analysis of results. We saw a significant increase in total EI median scores before and after educational intervention (110 vs 114, P=0.004). The stress management composite median score significantly increased (105 vs 111, P

Lawrence E Armstrong,1,2 Evan C Johnson,3 William M Adams,4– 7 John F Jardine2 1Human Performance Laboratory, Department of Kinesiology, University of Connecticut, Storrs, CT, USA; 2Korey Stringer Institute, Department of Kinesiology, University of Connecticut, Storrs, CT, USA; 3Division of Kinesiology & Health, University of Wyoming, Laramie, WY, USA; 4Department of Sports Medicine, United States Olympic & Paralympic Committee, Colorado Springs, CO, USA; 5United States Coalition for the Prevention of Illness and Injury in Sport, Colorado Springs, CO, USA; 6Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC, USA; 7School of Sport, Exercise and Health Sciences, Loughborough University, National Centre for Sport and Exercise Medicine (NCSEM), Loughborough, UKCorrespondence: Lawrence E Armstrong, University of Connecticut, Department of Kinesiology, Human Performance Laboratory, 2095 Hillside Road, Unit 1110, Storrs, CT, 06269, USA, Email lawrence.armstrong@uconn.eduAbstract: Few previous epidemiological studies, sports medicine position statements, and expert panel consensus reports have evaluated the similarities and differences of hyperthermia and exertional heatstroke (EHS) during endurance running, cycling, open water swimming, and triathlon competitions. Accordingly, we conducted manual online searches of the PubMed and Google Scholar databases using pre-defined inclusion criteria. The initial manual screenings of 1192 article titles and abstracts, and subsequent reviews of full-length pdf versions identified 80 articles that were acceptable for inclusion. These articles indicated that event medical teams recognized hyperthermia and EHS in the majority of running and triathlon field studies (range, 58.8 to 85.7%), whereas few reports of hyperthermia and EHS appeared in cycling and open water swimming field studies (range, 0 to 20%). Sports medicine position statements and consensus reports also exhibited these event-specific differences. Thus, we proposed mechanisms that involved physiological effector responses (sweating, increased skin blood flow) and biophysical heat transfer to the environment (evaporation, convection, radiation, and conduction). We anticipate that the above information will help race directors to distribute pre-race safety advice to athletes and will assist medical directors to better allocate medical resources (eg, staff number and skill sets, medical equipment) and optimize the management of hyperthermia and EHS.Keywords: heat illness, epidemiology, pathophysiology, thermoregulation, athlete

Interactive computer simulations with complex representations and sophisticated graphics are a relatively new addition to the classroom, and research in this area is limited. We have conducted over 200 individual student interviews during which the students described what they were thinking as they interacted with simulations. These interviews were conducted as part of the research and design of simulations for the Physics Education Technology (PhET) project. PhET is an ongoing project that has developed over 60 simulations for use in teaching physics, chemistry, and physical science. These interviews are a rich source of information about how students interact with computer simulations and what makes an educationally effective simulation. The interviews demonstrate that the simulation must function intuitively or the student's attention is focused on how to use the simulation rather than on the topic presented. Here we provide guidelines for intuitive interface design developed by this research. These cover layout, tool use, help, and representations that we use to create a simulation. We give examples from interviews, which demonstrate the effectiveness of each guideline for engaging students in educationally productive interactions. (Contains 6 figures and 2 notes.) [See EJ799781 for A Study of Educational Simulations Part I--Engagement and Learning.]

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure student beliefs about physics and about learning physics. This instrument extends previous work by probing additional aspects of student beliefs and by using wording suitable for students in a wide variety of physics courses. The CLASS has been validated using interviews, reliability studies, and extensive statistical analyses of responses from over 5000 students. In addition, a new methodology for determining useful and statistically robust categories of student beliefs has been developed. This paper serves as the foundation for an extensive study of how student beliefs impact and are impacted by their educational experiences. For example, this survey measures the following: that most teaching practices cause substantial drops in student scores; that a student's likelihood of becoming a physics major correlates with their "Personal Interest" score; and that, for a majority of student populations, women's scores in some categories, including "Personal Interest" and "Real World Connections," are significantly different from men's scores. (Contains 30 endnotes, 8 tables and 4 figures.)

This paper examines the effects of substituting a computer simulation for real laboratory equipment in the second semester of a large-scale introductory physics course. The direct current circuit laboratory was modified to compare the effects of using computer simulations with the effects of using real light bulbs, meters, and wires. Two groups of students, those who used real equipment and those who used a computer simulation that explicitly modeled electron flow, were compared in terms of their mastery of physics concepts and skills with real equipment. Students who used the simulated equipment outperformed their counterparts both on a conceptual survey of the domain and in the coordinated tasks of assembling a real circuit and describing how it worked. (Contains 38 endnotes and 5 figures.)