Health Professions Educator Journal最新文献

{"title":"Assessing the Learning environment of major Specialty PGRs in a tertiary care Hospital by Health Education Learning Environment Survey (HELES)”","authors":"Q. Ahmad","doi":"10.53708/hpej.v3i1.101","DOIUrl":"https://doi.org/10.53708/hpej.v3i1.101","url":null,"abstract":"Background: \u0000There are many surveys available to quantify educational climate of postgraduate residents but these are lacking in validity and theoretical background. Health education learning environment survey (HELES) with 35 questions in six subscales is used in undergraduates with good results. \u0000Objectives: \u0000To quantify current health education learning environment of our Post graduate residents of FCPS/MS/MD in Surgery, Medicine and Gynae & Obs in a tertiary care hospital by using HELES tool. This quantification will help Supervisors, Hospital administrators to monitor their programs, suggest and bring improvement.   \u0000  \u0000Methods: \u0000A cross sectional study was done in Services Institute of Medical Sciences Lahore from 10th Sep to 1st Oct 2019. A sum of 90 residents in FCPS/MS/MD program with 30 each from Surgery, Medicine and Gynae & Obstetrics were selected.  A predesigned HELES proforma with 35 questions subdivided in 6 factors and 3 main dimensions was used. In “Personal development “a mean score of 34 and above was taken as positive score. In “Relationship” and in “System maintenance” dimension a mean score of 48 and above was taken as positive. Data was analyzed using SPSS 22 and p value of 0.05 was taken as significant. \u0000Results: \u0000Out of 90 residents, 57 (63.3%) were males and 33 (36.7%) were females without any significant difference between gender. The mean age was 27.4 ± 3.6 years. The mean score of all the residents in Surgery, Medicine and Gynae & Obs in all the three dimensions remained below the average reference values, which implies that our postgraduates are not content with the learning environment they live in.  The comparison of means among different specialties was 0.02 which was statistically significant. Resident’s response in all the three dimensions with their year of training was significant with a p value of < 0.05. 2nd year residents of all specialties scored comparatively high in all the three dimensions \u0000Conclusion:  PGRs in the 3 major specialties were dissatisfied with their health education learning environment. Maximum were discontent in Relationship dimension especially in Faculty relationship factor, then in System maintenance and then in Personal development dimension. Residents of Gynae & Obstetrics exhibited significantly low score in System Maintenance dimension. \u0000  \u0000Key words: Health, education, learning, environment, residents","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125290523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Come to the dark side- Make your own OSPES: a pilot study","authors":"K. Atta","doi":"10.53708/hpej.v3i1.97","DOIUrl":"https://doi.org/10.53708/hpej.v3i1.97","url":null,"abstract":"Background: Physiology for BDS is a tediously long course crammed into one year, students going through this cognitive overlook tend to overlook the clinical aspects and underperform in OSPEs , as they are exerting efforts in learning the core content \u0000Aim: to develop a learning technique to promote deeper learning of the practical and critical aspects of Physiology and perform better in the OSPE \u0000Methods: a longitudinal study was conducted with the newly enrolled BDS class of 2018 (n=50), after debriefing and a preliminary OSPE, they were debriefed about the technique of the ROSPE (reverse OSPE) in which they were to make their own questions with answers already provided at the stations. Feedback was provided and reflections of students were recorded and analyzed thematically. After every ROSPE, the test scores of the subsequent OSPEs were compared with the class of the previous year. \u0000Results: test scores of students who had undergone the ROSPE interventions were remarkably higher as compared to those of the previous batch (p=0.0050,0.001,0.001) and results in Professional examination were also better. Thematic analysis showed the ROSPE to be a confidence building activity that promoted deeper learning and team work. \u0000Conclusion: the ROSPE is a successful intervention to improve practical and clinical skills for the OSPE exam. \u0000Key words : peer assisted learning, OSPE, practical skills, cognitive load ,physiology","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126773867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessments of Dental Students’ Entrepreneurial Self-Efficacy to aid Practice Management","authors":"Zakia Saleem, A. Sethi, M. Hassan, M. Wajahat","doi":"10.53708/hpej.v2i2.105","DOIUrl":"https://doi.org/10.53708/hpej.v2i2.105","url":null,"abstract":"Introduction: A dental graduate face difficulties in establishing his private setup after graduation. It is essential to introduce entrepreneurial content in undergraduate education. The efficacy of students to launch their practice is known as Entrepreneurial self-efficacy (ESE). This study is aimed to asses ESE in order to implement practice management education. \u0000Methodology: A quantitative study was conducted in Lahore by selecting two dental colleges i.e. UCD, University of Lahore and De'montomorency College of Dentistry, Lahore. A Pre-validated questionnaire was used that contains 17 items. Descriptive statics were performed. Results were analyzed using SPSS version 23 \u0000Results: A total of 216 students participated of the dental colleges involved in the study. Mean score of Entrepreneurial Efficacy was 5.1 \u0000Discussion: The students of both institutes somewhat agrees to their entrepreneurial self-efficacy. They felt less confidence in their ability to search, plan and marshal to establish their dental setup. \u0000Conclusion: There is a need to introduce entrepreneurial education at the undergraduate level to strengthen the practice management skills of our dental graduates.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125106096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The hidden sharks of clinical practice.","authors":"Muhammad Anwar","doi":"10.53708/hpej.v2i2.236","DOIUrl":"https://doi.org/10.53708/hpej.v2i2.236","url":null,"abstract":"  \u0000‘The doctors of tomorrow will be applying knowledge and deploying skills which are at present unforeseen’. This was written by General Medical Council , UK in “Tomorrow’s Doctor” 1993,(General Medical Council, 1993), but this still holds true. We as health care providers strive to provide the best of care to our patients and perhaps doing a good job. You may object to this “perhaps “as obviously at a glance the health care appears optimal. But we do not know that underneath this poise and calm sea are deadly sharks that gulp and bite our results. Statistically speaking, there is one in eleven million risks of being bitten by a shark. In comparison, the risk of patient death occurring due to a preventable medical accident, while receiving health care, is estimated to be one in three hundred. It is obvious that you are safer in diving in the ocean than receiving treatment at a health care facility. Yet it is preventable. This preventable medical accident is the hidden shark of our clinical practice that bites our results without us even knowing about it. Hippocrates defined patient safety as primum no nocere, or “First, do no harm.” Yet we discovered it quite recently. A television program by the name of ” Deep Sleep “ aired in April 1983 first shocked the public that six thousand patients die due to anesthesia-related deaths. In 1983, the Harvard Medical School and the British Royal Society of Medicine jointly sponsored a symposium on anesthesia, deaths, and injuries. They also agreed to share statistics and to conduct studies for all anesthesia accidents. In 1984, the American Society of Anesthesiologists (ASA) had established the Anesthesia Patient Safety Foundation (APSF). The foundation marked the first use of the term “patient safety” in the name of a professional reviewing organization. The Australian Patient Safety Foundation was founded in 1989 for anesthesia error monitoring. Both organizations were soon expanded, as the magnitude of the medical error crisis became known. The studies expanded to all specialties, areas, and actual impact was measured. It is now estimated that that healthcare errors impact one in every ten patients around the world, the World Health Organization calls patient safety an endemic concern. Alarming, isn’t it? Yes, it is quite an alarming situation and it is the time that we all must blow the whistle to this global as well as regional problem. We are at a very initial stage where most of us are not even aware of its serious concerns. The waters are infested with sharks, and we must know and learn how to tackle them. The errors typically include surgical, diagnostic, medication, devices and equipment, and systems failures, infections, falls, and healthcare technology. Wrong or missed diagnosis and side effects of drugs are more common. No area of health care delivery is exempt, but they occur more so in an emergency room and outpatient clinic. (Bari, Khan, & Rathore, 2016) Errors are classified as two types: 1","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133712617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the digital divide between medical students and medical teachers","authors":"Mashaal Sabqat, R. Khan","doi":"10.53708/hpej.v2i2.56","DOIUrl":"https://doi.org/10.53708/hpej.v2i2.56","url":null,"abstract":"Background: \u0000People from different generations approach learning in varied ways. The medical students of today belong to Generation Z whereas the medical teachers belong to Generation X and the Baby Boomers generation. This can result in inefficient knowledge sharing. This study aims to delve into one aspect of this i.e. to compare the familiarity and use of Web 2.0 technologies in the aforementioned groups. \u0000Method \u0000Instruments from other similar studies were used to develop a paper-based quantitative questionnaire administered to 128 students and 63 teachers at Foundation University Medical College, Rawalpindi. The data was analyzed via SPSS. \u0000Results \u0000A digital divide was found to exist between medical students and teachers. Both the groups were found reasonably well exposed to Web 2.0 technologies. However, the teachers use these tools for educational purposes more often as compared to the students. \u0000Conclusion \u0000Web 2.0 technologies have the potential to revolutionize medical education. However, this potential will only be achieved if there is increased training of both students and teachers in how to use these technologies to enhance teaching and learning.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128520092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Role of Medical Educationists, Educators, and Teachers in Health Professions Education","authors":"R. Khan","doi":"10.53708/hpej.v2i2.237","DOIUrl":"https://doi.org/10.53708/hpej.v2i2.237","url":null,"abstract":"Educationists are professionals who develop and design educational policies and conduct research on different aspects of education. Some of them also teach ‘Education’ as a subject. Education is being more streamlined and accepted as a separate entity in medical education, with more and more doctors opting for courses in medical education such as certificates, diplomas and masters in medical education (Tekian, Roberts, Batty, Cook, & Norcini, 2014). Hence, a discussion often ensues regarding the definition of medical educationists, educators, and teachers. Literature does not discriminate clearly between these three terms. In this editorial, I will share my perspective on these terminologies based on my experience and supportive evidence from the literature. A clinician needs a license to practice, so it is unfair to consider a doctor as a teacher by default, without a license to teach. Hence, to be considered a medical teacher, a prerequisite of obtaining a certificate, diploma, or masters in medical education should be fulfilled. At the least, courses or workshops in different aspects of medical education should be completed by the doctors. Regarding medical education, faculty in medical and dental colleges in Pakistan can be divided into three categories: (1) Doctors with basic medical education (MBBS or BDS) and a postgraduate degree in medical education (e.g. MHPE or MME, etc). These professionals are usually concerned with medical education as a discipline and work in the department of medical education (DME) and can be called ‘Medical Educationists’. (2) Doctors with a post-graduate degrees in their primary discipline (such as Physiology or Surgery etc ) but an additional post-graduate degree in medical education. These professionals teach their primary disciplines but at the same time work actively with DME in a collaborative or leadership role. They can be considered as ‘Medical Educators’. (3) The third type of faculty confines them to teaching their own subjects who can be considered as ‘Medical Teachers’. They either have a license to teach (CHPE, Diploma or Masters) in addition to a postgraduate qualification in their own discipline or have learned the art and craft of teaching through experience and self-training. However, in this day and age when teaching is no more delivery of knowledge (Harden & Crosby, 2000), it is difficult to be a medical teacher without a formal degree and training in teaching. All these professionals define and shape the structure and role of medical education departments or units. In Pakistan, where medical education departments are still in infancy in the majority of the medical schools, it is important to understand how these departments should be run (Batool, Raza, & Khan, 2018; Davis, Karunathilake, & Harden, 2005). Department of medical education may be headed by either a medical educationist or medical educator, but the gist is that they should have a basic degree in medical education. In the author’s","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117209875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ROLE OF WHATSAPP® IN MEDICAL EDUCATION: A LITERATURE REVIEW","authors":"N. Naeem, R. Khan, Haris Iqbal","doi":"10.53708/hpej.v2i2.46","DOIUrl":"https://doi.org/10.53708/hpej.v2i2.46","url":null,"abstract":"ABSTRACT \u0000Background: This review is aimed to find out how WhatsApp® has been integrated into medical education. A systematic review of the current literature was performed, links to prior reviews were drawn and implications for the future were discussed. \u0000Methods: Three databases (PubMed, ERIC and Science Direct) were searched after defining the inclusion criteria. Key information from the articles was methodically abstracted and discussed in the categories research type, study design, participants' level of medical education and study content along with the use of WhatsApp® in Medical education and its perceived advantages and disadvantages. \u0000Results: Fourteen articles met the inclusion criteria. Results showed that 40-76% of medical students had a WhatsApp® account out of which 30- 60% used WhatsApp® for educational purposes. WhatsApp® was used to communicate with fellow students and faculty, share information online and participate in discussions groups. \u0000Conclusion: WhatsApp® influences a myriad of aspects of medical education at the undergraduate and graduate level. Despite an increase in the use of WhatsApp® in medical education, there is a lack of conclusive evidence in terms of its educational effectiveness.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"269 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134579237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Deliberations on the contemporary assessment system","authors":"U. Mahboob","doi":"10.53708/hpej.v2i2.235","DOIUrl":"https://doi.org/10.53708/hpej.v2i2.235","url":null,"abstract":"There are different apprehensions regarding the contemporary assessment system. Often, I listen to my colleagues saying that multiple-choice questions are seen as easier to score. Why can’t all assessments be multiple-choice tests? Some others would say, whether the tests given reflect what students will need to know as competent professionals? What evidence can be collected to make sure that test content is relevant? Others come up with concerns that there is a perception amongst students that some examiners are harsher than others and some tasks are easier than others. What can be done to evaluate whether this is the case? Sometimes, the students come up with queries that they are concerned about being observed when interacting with patients. They are not sure why this is needed. What rationale is there for using workplace-based assessment? Some of the students worry if the pass marks for the assessments are ‘correct’, and what is the evidence for the cut-off scores? All these questions are important, and I would deliberate upon them with evidence from the literature. Deliberating on the first query of using multiple-choice questions for everything, we know that assessment of a medical student is a complex process as there are multiple domains of learning such as cognition, skills, and behaviors (Norcini and McKinley, 2007)(Boulet and Raymond, 2018). Each of the domains further has multiple levels from simple to complex tasks (Norcini and McKinley, 2007). For example, the cognition is further divided into six levels, starting from recall (Cognition level 1 or C1) up to creativity (Cognition level 6 or C6) (Norcini and McKinley, 2007). Similarly, the skills and behaviors also have levels starting from observation up to performance and practice (Norcini and McKinley, 2007). Moreover, there are different competencies within each domain that further complicates our task as an assessor to appropriately assess a student (Boulet and Raymond, 2018). For instance, within the cognitive domain, it is not just making the learning objectives based on Bloom’s Taxonomy that would simplify our task because the literature suggests that individuals have different thinking mechanisms, such as fast and slow thinking to perform a task (Kahneman, 2011). We as educationalists do not know what sort of cognitive mechanism have we triggered through our exam items (Swanson and Case, 1998). Multiple Choice Questions is one of the assessment instruments to measure competencies related to the cognitive domain. This means that we cannot use multiple-choice questions to measure the skills and behaviors domains, so clearly multiple-choice questions cannot assess all domains of learning (Vleuten et al, 2010). Within the cognitive domain, there are multiple levels and different ways of thinking mechanisms (Kahneman, 2011). Each assessment instrument has its strength and limitations. Multiple-choice questions may be able to assess a few of the competencies, also with some added b","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116613190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception of Surgical Residents about Learning in Operation Theatres at CHICH Using STEEM","authors":"N. Talat, A. Sethi, B. Mirza, M. Kamran, A. Sandhu, Naeem Liaqat, A. Ahsan, Saira Fayyaz, N. Mahmood","doi":"10.53708/hpej.v2i2.89","DOIUrl":"https://doi.org/10.53708/hpej.v2i2.89","url":null,"abstract":"Abstract \u0000Introduction: \u0000Educational environment or learning environment is a context in which teaching, training and grooming of post graduate residents occurs. Surgical specialty as a whole and operating rooms in particular are very important in terms teaching and training. Perception of residents as to this learning environment is quite vital to their learning and should be assessed objectively to identify weak and strong areas of the environment. The Surgical Theatre Educational Environment Measures (STEEM) questionnaire is an instrument that can be used to assess perception of residents about learning environment in operation theatre. \u0000Objective: \u0000To evaluate the perception of surgical post-graduate residents about their learning environment in operating rooms and compare this perception among different strata of residents as to age, gender, and year of residency. \u0000Methods: \u0000This cross-sectional study was conducted at The Children’s Hospital & The Institute of Child Health Lahore. STEEM questionnaire was used to check the perceptions of educational environment in surgical theatres. This study was carried out from July 2019 to September 2019. A total of 62 surgical residents were given printed questionnaire after informed consent. The data was analyzed through SPSS V24 and descriptive and inferential analyses performed. \u0000  \u0000Results: \u0000Out of 62 surgical residents, 61 responded (Response rate 98.3%). Mean age of residents was 29.27 years (±2.37); 45 residents were male whereas 16 were females (2.8:1). Majority of residents were from 3rd (34.4%) and 4th (21.3%) year of their residency. The total mean score was 147.66 (±18.57). No difference in mean scores were found as to age and sex of participants; whereas, responses were statistically more positive for residents in their first year or fifth year of their residency. Overall 53 residents gave favorable/positive response.  \u0000Conclusion: \u0000Overall residents had good perception about their training and supervisors, learning opportunities in operation theatre, atmosphere in operation theatre, and supervision being provided to them.   \u0000Key words \u0000STEEM, Surgical, Perception, Surgical residents, Learning environment, Operation theatre learning.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122051790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional Intelligence of Pakistani Doctors and its relationship with Patient Doctor Relationship","authors":"Syeda Shaista Waheed","doi":"10.53708/hpej.v3i1.206","DOIUrl":"https://doi.org/10.53708/hpej.v3i1.206","url":null,"abstract":"Introduction: Evaluation of the impact of the emotional intelligence (EI) of doctors on patient satisfaction could help in identifying areas of deficiencies in a particular organization. EI plays a pivotal role in successful medical practice. However, it is studied very little in the Pakistani hospital environments for doctors as well as nursing staff. There is still a lack of understanding about the impact of EI on the working of our health care system. Objective: The objective of the study was to evaluate the emotional intelligence of resident doctors and its correlation with the satisfaction level of patients. Methods: This study was done with post-graduate residents (from the first to the fourth year). This was a correlational study conducted at Nawaz Sharif Medical College (NSMC), Gujrat for 6 months from March-August 2019. Sixty postgraduate residents took part in it. Convenient sampling was done, and prior permission was taken from the ethical review board of NSMC. Anonymous Wong and Law The emotional Intelligence Scale (WLEIS) questionnaire was filled voluntarily by residents (self-rating) and by the sister in charge (feedback). A patient feedback form was filled by the patients about the attending doctor to measure patient satisfaction level. Correlation between the EI of doctors and patient satisfaction level was assessed. SPSS version 20 was used for data analysis. Correlation between EI and patient satisfaction level was calculated with the application of paired sample t-test. Results: The EI level of doctors rated by the Nurse in charge’s feedback was higher as compared to the one rated by self and positively correlated with the patient-doctor relationship. A higher score of EI is seen to be related to a high patient satisfaction level. P-value was <0.01 and R square value was 0.655 for correlation of EI (feedback) with patient satisfaction. The correlation of EI (self-rated) with patient satisfaction showed a P-value of 0.818 and an R square value of 0.001. The correlation between EI (Self-rated) and EI (feedback) was not statistically significant (0.167) as calculated by pair sample t-test. Conclusion: Higher scores of EI in doctors are positively correlated with patient satisfaction. EI of resident doctors calculated by feedback method is higher as compared to the one assessed by themselves. Keywords: Emotional intelligence, Patient satisfaction, Feedback.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134505226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}