Table 3. EI composite and subscale mean scores by level of training (PGY1-3)
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