EI Composite Scores with Respective Subscale Scores | PGY-1 | PGY-2 | PGY-3 | |||
---|---|---|---|---|---|---|
Mean, SD | 95% CI | Mean, SD | 95% CI | Mean, SD | 95% CI | |
Self-Perception Composite | 104 ± 18 | 94-114 | 93 ± 12* | 86-100 | 106 ± 9.0* | 101-111 |
Self-Actualization | 110 ± 13 | 102-117 | 99 ± 15† | 91-108 | 111 ± 11†‡ | 105-117 |
Self-Regard | 100 ± 17 | 90-109 | 89 ± 11¶† | 82-95 | 101 ± 8.4† | 96-106 |
Emotional Self-Awareness | 100 ± 21 | 88-113 | 95 ± 9.0 | 89-100 | 104 ± 12 | 97-111 |
Self-Expression Composite | 100 ± 21 | 87-112 | 90 ± 17¶* | 80-100 | 106 ± 8.4* | 101-110 |
Emotional Expression | 100 ± 10 | 95-106 | 96 ± 10 | 90-102 | 103 ± 13 | 96-110 |
Assertiveness | 99 ± 16 | 90-108 | 88 ± 15 ¶† | 79-96 | 105 ± 7.3† | 101-109 |
Independence | 99 ± 14 | 91-107 | 90 ± 14 ¶† | 82-98 | 107 ± 13† | 99-114 |
Interpersonal Composite | 109 ± 12 | 102-116 | 100 ± 18 | 90-111 | 110 ± 7.7§ | 105-114 |
Interpersonal Relationships | 105 ± 19 | 95-116 | 103 ± 15 | 94-112 | 108 ± 7.4 | 104-112 |
Empathy | 110 ± 16 | 100-118 | 102 ± 17 | 92-111 | 109 ± 17‡ | 100-119 |
Social Responsibility | 107 ± 14 | 99-115 | 95 ± 13† | 87-102 | 108 ± 8.7† | 103-113 |
Decision Making Composite | 101 ±18 | 91-111 | 99 ± 15 | 90-108 | 110 ± 14 | 102-118 |
Reality Testing | 102 ± 12 | 95-108 | 98 ± 21 | 86-110 | 108 ± 10 | 102-114 |
Problem Solving | 97 ± 18 | 87-108 | 94 ± 9.0† | 89-100 | 108 ± 9.2† | 103-113 |
Impulse Control | 104 ± 13 | 96-112 | 106 ± 12 | 90-113 | 108 ± 13 | 100-116 |
Stress Management Composite | 105 ± 19 | 94-116 | 97 ± 15* | 88-106 | 110 ± 12*§ | 103-117 |
Flexibility | 103 ± 14 | 95-111 | 97 ± 13 | 89-104 | 105 ± 14 | 98-113 |
Stress Tolerance | 103 ± 13 | 96-111 | 101 ± 13† | 93-109 | 113 ± 7.6†‡ | 109-117 |
Optimism | 105 ± 16 | 96-115 | 96 ± 14† | 88-104 | 106 ± 8.6† | 101-110 |
Total EI | 104 ± 16 | 95-114 | 95 ± 14 | 87-104 | 110 ± 12 | 103-116 |
*Differences in specific mean composite EI scores between PGY-2 and PGY-3 residents (where PGY-2 < PGY-3) were observed to be statistically significant for self-perception (unpaired t-test, p <0.01), self-expression (unpaired t-test, p < 0.01), and stress management (unpaired t-test, p < 0.05).
†Differences in specific mean subscale EI scores between PGY-2 and PGY-3 residents (where PGY-2 < PGY-3) were observed to be statistically significant for self-actualization (unpaired t-test, p < 0.05), self-regard (unpaired t-test, p < 0.01), assertiveness (unpaired t-test, p < 0.01), independence (unpaired t-test, p < 0.01), social responsibility (unpaired t-test, p < 0.01), problem solving (unpaired t-test, p < 0.01), stress tolerance (unpaired t-test, p < 0.05), and optimism (unpaired t-test, p < 0.05).
‡Differences in specific mean subscale EI scores between PGY-3 residents and the general population (where general population < PGY-3 residents) were observed to be statistically significant for self-actualization (unpaired t-test, p < 0.05), empathy (unpaired t-test, p < 0.05), and stress tolerance (unpaired t-test, p < 0.01).
¶Differences in specific mean composite and mean subscale EI scores between PGY-2 residents and the general population (where PGY-2 residents < general population) were observed to be statistically significant for self-expression (unpaired t-test, p < 0.05), self-regard (unpaired t-test, p < 0.05), assertiveness (unpaired t-test, p < 0.01), and independence (unpaired t-test, p < 0.05).
§Differences in specific mean composite EI scores between PGY-3 residents and the general population (where general population < PGY-3 residents) were observed to be statistically significant for interpersonal skills (unpaired t-test, p < 0.05) and stress management (unpaired t-test, p < 0.05).
Int J Med Educ. 2017; 8:439-445; doi: 10.5116/ijme.5a2e.a8b4