IADR Abstract Archives
Association between Emotional Intelligence of Dental Students and Patient Satisfaction
Objectives: To identify the emotional intelligence (EI) of dental students and assess its association with patient satisfaction.
Methods: A cohort study was conducted, in which Year 4 and 5 dental students completed a 33-item EI questionnaire (Schutte et al., 1998). The items measured on a five-point Likert scale were summed up to assess their respective EI total scores. Patients treated were invited to complete an 8-item patient satisfaction (PS) questionnaire upon completion of treatment. Patient socio-demographics data were collected. Patients were assured of data confidentiality. EI and PS scores were calculated, and compared by sex of students, and sex, education status and dental attendance pattern of patients respectively. EI and its four factors (Saklofske et al., 2002), i.e. Optimism/Mood Regulation, Appraisal of Emotions, Utilisation of Emotions and Social Skills, were analysed using Spearman coefficient for correlation with PS.
Results: Of 91 patients, 35 (38.5%) were male and 56 (61.5%) female, 45 (49.5%) had been educated up to secondary school and 46 (50.5%) to college or university level, 39 (42.9%) occasionally or regularly visited the dentist whereas 52 (57.1%) were symptomatic attendees. The patients were treated by 23 male (50%) and 23 female (50%) dental undergraduates. Male recorded higher EI scores compared to female undergraduates (p=0.011). PS was not associated with patient’s sex or dental attendance pattern, but those educated to secondary school level were more likely to be satisfied compared to those more educated (p=0.022). Of the four EI factors Optimism/Mood Regulation was proportionately correlated with PS (p=0.049).
Conclusions: Patients treated by students who scored higher on Optimism/Mood Regulation were more likely to be satisfied than those treated by those who scored lower. Further research is needed to demonstrate this in diverse populations, and to develop and test interventions to enhance EI.
Methods: A cohort study was conducted, in which Year 4 and 5 dental students completed a 33-item EI questionnaire (Schutte et al., 1998). The items measured on a five-point Likert scale were summed up to assess their respective EI total scores. Patients treated were invited to complete an 8-item patient satisfaction (PS) questionnaire upon completion of treatment. Patient socio-demographics data were collected. Patients were assured of data confidentiality. EI and PS scores were calculated, and compared by sex of students, and sex, education status and dental attendance pattern of patients respectively. EI and its four factors (Saklofske et al., 2002), i.e. Optimism/Mood Regulation, Appraisal of Emotions, Utilisation of Emotions and Social Skills, were analysed using Spearman coefficient for correlation with PS.
Results: Of 91 patients, 35 (38.5%) were male and 56 (61.5%) female, 45 (49.5%) had been educated up to secondary school and 46 (50.5%) to college or university level, 39 (42.9%) occasionally or regularly visited the dentist whereas 52 (57.1%) were symptomatic attendees. The patients were treated by 23 male (50%) and 23 female (50%) dental undergraduates. Male recorded higher EI scores compared to female undergraduates (p=0.011). PS was not associated with patient’s sex or dental attendance pattern, but those educated to secondary school level were more likely to be satisfied compared to those more educated (p=0.022). Of the four EI factors Optimism/Mood Regulation was proportionately correlated with PS (p=0.049).
Conclusions: Patients treated by students who scored higher on Optimism/Mood Regulation were more likely to be satisfied than those treated by those who scored lower. Further research is needed to demonstrate this in diverse populations, and to develop and test interventions to enhance EI.