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Bulletin of Medical Internet Conferences (ISSN 2224-6150)
2018. Volume 8. Issue 12
ID: 2018-12-4451-A-18517 Краткое сообщение
Барыльник С.Н.
Emotional intelligence as an important professional quality of a doctor
ФГБОУ ВО Саратовский ГМУ им. В.И. Разумовского Минздрава России Научный руководитель: к.п.н. Веретельникова Ю.Я.
Abstract
The article is devoted to the study of the importance of emotional intelligence in medical practice and to burnout syndrome. Analysis of psychometric tests showed that students of a medical university have an average level of emotional coefficient, which depends on personal and gender characteristics. It is proved that emotional intelligence can be improved. That is why educational materials on the development of EI for students were created.
Keywords: emotional intelligence, burnout syndrome, doctors
In modern society, the doctor is expected to possess not only professionalism but also sensitivity, kindness, responsiveness, the ability to understand and accept the patient's feelings and experiences, the ability to take care, inspire hope, encourage the fight against the disease and come to the rescue at a time when it is necessary to others. The development of all these qualities constitutes a very important aspect of the formation of the physician's personality.
An important condition for the successful professional activity of a doctor is a sufficient level of the formation of a communicative culture of a physician who has features and possesses characteristics appropriate to the sphere of application of professional skills. It includes certain professional views and beliefs, attitudes toward an emotionally positive approach toward the patient, regardless of their personal qualities. Therefore, the concept of communicative culture absorbs a whole range of communicative skills as well as the skills necessary for effective interaction with those who seek medical aid.
Communicative competence presupposes not only the presence of psychological knowledge (for example, about the types of personality, about the ways of experiencing and responding to stress in different people depending on the type of temperament, the specifics of the relationship between the types of physique and the peculiarities of the mental frame of personality, etc.), but also the formation of some special skills: the ability to establish contact, listen, "read" the non-verbal language of communication, build a conversation and formulate questions. It is also important to control the doctor's own emotions, the ability to maintain confidence, control their reactions and behavior in general. Adequate communication presupposes a correct understanding of the patient and a corresponding response to their behavior, which also includes competent behavior in emerging conflict situations, by choosing the leading type of response in them. The leading type of response in a conflict is relatively stable characteristic feature of the personality, which is subject to the influence of the specifics of the professional activities of the individual.
Many researchers emphasize the importance of developing the emotional sphere of a doctor, having interpersonal skills and such qualities as emotional control, emotional stability, endurance, stamina, empathy, goodwill, positive attitude to life and themselves. These qualities, in one form or another, are included in the structure of emotional intelligence. At the present time, the concept of emotional intelligence is being actively developed in the light of its adaptive function. This direction is especially relevant in connection with the specifics of medical activity.
The notion of "emotional intelligence" was proposed by J. D. Mayer and P. Salovey in 1990, which defined it as a form of social intelligence, including the ability to track and distinguish between one's own and others' emotions, and use this information to control one's thoughts and actions. Currently, emotional intelligence is the ability to effectively understand the emotional sphere of human life: to understand the emotions and emotional underpinnings of relationships, to use their emotions to solve problems related to the relationship and motivation.
Within the framework of the abilities model, the following hierarchically organized abilities that make up the EI are distinguished:
• perception and expression of emotions
• improving the effectiveness of thinking with emotions
• understanding one's own and others' emotions
• management of emotions
This hierarchy is based on the following principles.
The ability to recognize and express emotions is the basis for generating emotions for solving specific problems that are procedural in nature. These two classes of abilities (to recognize and express emotions and use them in solving problems) are the basis for an externally manifested ability to understand events that precede emotions and follow them. All the above described abilities are necessary for the internal regulation of their own emotional states and for successful influences on the external environment that lead to the regulation of not only one's own but also other people's emotions.
Unlike the usual understanding of IQ (intellectual quotient), emotional intelligence is the ability to correctly interpret the situation and exert influence on it, intuitively capture what other people want and need, know their strengths and weaknesses, empathize with another person and not to give in to stress.
After all, there are situations where just our mental abilities and knowledge are not enough and our human qualities are need EI, the ability to build relationships with others.
Working with people, high responsibility and emotional stress can lead to the probability of professional stress, exhaustion, lack of positive emotions, fatigue caused by one's own work and loss of joy in relation to life. In psychology, this state is called "emotional burnout." Burnout is a "devastation of the soul" caused by factors of the professional environment, the need to work in the same intense
Бюллетень медицинских Интернет-конференций (ISSN 2224-6150) 2018. Том 8. № 12
rhythm, with a high emotional load. One of these common approaches considers burnout from the standpoint of stress theory and the general adaptation syndrome, which includes the stages of anxiety, resistance and exhaustion (Selye G., 1960):
1) nervous (anxious) stress: a chronically complex emotional atmosphere, increased responsibility, the complexity of the contingent;
2) resistance: a person trying to protect themselves from unpleasant influences;
3) exhaustion: impoverishment of mental resources, a decrease in emotional tone resulting from inefficient resistance.
In this case, V.V. Boyko defines emotional burnout as a mechanism of psychological defense in the form of a complete or partial exclusion of emotions in response to selected psychotraumatic effects, that emotional exhaustion acts as a brake on employees who, perhaps, can not themselves slow down or be careful.
There is an opinion that burnout has a negative impact on the doctor's working capacity, their health and the quality of care for patients, but it can also play a protective role. Symptoms of burnout presumably appear to protect the psyche from further damage in a dead-end situation.
Burnout is a response to professional stresses and is manifested by three components: emotional exhaustion (EE), depersonalization (Dp) and reduction of personal achievements (RPA). Emotional exhaustion is manifested in a feeling of emotional fatigue from work and the exhaustion of emotional resources; depersonalization or cynicism is expressed in a soulless, impersonal attitude toward recipients, and the reduction of personal accomplishment is manifested in a decrease in the professional's assessment of their competence and success of their work.
Burnout syndrome is characterized by:
- lack of energy and enthusiasm;
- depressive condition;
- lack of emotional self-expression in the workplace, detachment from others;
- a feeling of fatigue and exhaustion;
- loss of ability to see the positive results of their work;
- susceptibility to changes in the environment;
- frequent headaches;
- a negative attitude towards work and life in general.
A high level of emotional intelligence is a personal resource to overcome and reduce the risk of burnout. The development of emotional intelligence, the management of one's own emotions and emotions of other people positively affects interpersonal interaction, reduces the risk of professional disruption (characterized by indifference, emotional exhaustion, a sense of own incompetence and negative professional self-perception).
In the course of the theoretical study of emotional intelligence, it was revealed that it can be developed, unlike to the intellectual coefficient. That is why an experimental study of the EI level was conducted in 176 students of the first year on the basis of Saratov State Medical University named after V. I. Razumovsky. Of these, 91 are girls and 85 are boys. The following methods for diagnosing the level of emotional intelligence were used: the self-evaluation EQ questionnaire by Hall and the objective EQ test by Goleman.
We decided to compare the results of self-evaluation and objective tests taking into account gender differences and obtained the following conclusions:
1. According to the objective EQ test by Goleman, the number of girls with a high EI level is more (33%) than the number of girls with a high EI (15%) in the self-evaluation EQ questionnaire, 7% of girls also have a low EI level in Hall's self-evaluation EQ questionnaire, and there are no girls with low EI according to the Goleman's objective EQ test. Consequently, girls tend to understate their abilities.
2. According to the objective EQ test, the number of boys with a high level of EI is less (21%) than the number of boys with high EI (56%) in self-evaluation EQ questionnaire. Consequently, boys tend to overstate their abilities.
3. According to Goleman's objective test, we see that the percentage of girls (33%) having a high level of EI is greater than the percentage of boys (21%) with a high level of EI.
As a result of the study, gender differences in the level of emotional intelligence were revealed. There are more girls than boys with a high level of EI. Unexpectedly, the fact that when comparing the indicators of the self-evaluation questionnaire of the Hall and the objective test of Goleman, we found that boys are prone to self-exaltation, and girls, on the contrary, to self-abasement.
Thus, to prevent the emergence of the syndrome of professional burnout, future physicians need to promote the development of emotional intelligence, consisting of components such as
- Emotional awareness
- Managing your emotions
- Self-motivation
- Empathy
- Managing the emotions of others
We have created a booklet for students, which presents sound recommendations for raising the level of emotional intelligence. Using this version of auxiliary materials, each target audience will be able to use the proposed algorithms to solve specific problems.
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Bulletin of Medical Internet Conferences (ISSN 2224-6150)
2018. Volume 8. Issue 12
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