Improved emotional intelligence in perioperative care through simulation-based medical education during anesthesiology residency training: a call for implementation

Juli A Lambert,1 Allison A Vanderbilt,2 Thomas J Papadimos3 1College of Medicine and Life Sciences, University of Toledo, Toledo, OH, USA; 2Curriculum Evaluation and Innovation, Family Medicine College of Medicine and Life Sciences, University of Toledo, Toledo, OH, USA; 3Lloyd Jacobs Simulation Center, Department of Anesthesiology, College of Medicine and the Life Sciences, University of Toledo, Toledo, OH, USA Abstract: Emotional intelligence (EI) is the processing of emotional information. It reflects the ability to 1) monitor one’s own and others’ emotions, 2) discriminate among them, 3) and use this information to guide one’s thinking and actions. Higher EI contributes to the doctor–patient relationship, increased empathy, stress management, and leadership. Although EI has been shown to be beneficial in a hospital setting, little work has been done specifically on EI and its efficacy in the perioperative period. There are instances during perioperative care where rise and conflict occur, an environment where EI skills can play an important role. Instituting simulation-based training programs that cover critical skills related to EI early in anesthesiology residency may facilitate constructive interactions with interdisciplinary teams, leading to improved outcomes for patients during perioperative care. These programs in EI would also incorporate elements of the Accreditation Council for Graduate Medical Education (ACGME) core competencies, only adding to the benefit for these residents. Keywords: residency, interdisciplinary, Emotional Intelligence, GME, ACGME, simulation