Emotional intelligence and clinical interview performance of dental students.

Full Abstract

One hundred and sixteen third-year dental students participating in a consultation skills course in Dunedin, New Zealand, completed a standardized psychometric Social Skills Inventory (SSI) and were assessed by tutors, simulated patients, and themselves. Students with higher social skills abilities obtained higher performance scores and demonstrated better interview structure. Patients reported being more likely to return to students for a dental consultation following the second interview, and students' consultation skills were rated (by tutors, patients, and students) higher at the end of the course than the beginning. Female students had higher global social skills abilities and were more emotionally expressive and sensitive than male students, while the latter had better emotional control. Female students performed better in the first interview than male students, but there was no significant gender difference in the second interview. Tutor and simulated patient ratings suggested that a consultation skills course can increase the ability of students in general, and English as a second language students in particular, to relate to their patients, manage anxiety, identify ethical issues, and recognize significant psychosocial issues that lead to more accurate diagnosis and treatment processes, ensuring the effective delivery of patient-centered dental education.

Author information

Author/s: Hannah, Annette (A); Lim, Bee T (BT); Ayers, Kathryn M S (KM);

Affiliation: Department of Oral Science, Dunedin School of Dentistry, University of Otago, Dunedin, New Zealand. annette.hannah(-atsign-)stonebow.otago.ac.nz

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't

Journal: Journal of dental education (J Dent Educ), published in United States. (Language: eng)

Reference: 2009-Sep; vol 73 (issue 9) : pp 1107-17

Dates: Created 2009/09/07; Completed 2009/09/29;

PMID: 19734253, status: MEDLINE (last retrieval date: 9/29/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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