Daisy Grewal

The Science of Emotional Intelligence

This article provides an overview of current research on emotional intelligence. Although it has been defined in many ways, we focus on the four-branch model by Mayer and Salovey (1997), which characterizes emotional intelligence as a set of four related abilities: perceiving, using, understanding, and managing emotions. The theory provides a useful framework for studying individual differences in abilities related to processing emotional information. Despite measurement obstacles, the evidence in favor of emotional intelligence is accumulating. Emotional intelligence predicts success in important domains, among them personal and work relationships.

Emotional Intelligence and Graduate Medical Education

DIRECTORS OF RESIDENCY TRAINING PROGRAMS ARE now familiar with the expectations for learning and assessment within 6 core competencies, as required by the Accreditation Council for Graduate Medical Education. Although the field of medical education has made great strides in developing innovative curricula within the competency framework, a lack of operational definitions continues to impede progress. We propose that the scientific concept of emotional intelligence (EI) has the potential to deepen understanding of the competency: interpersonal and communication skills. Although EI may relate to the other competencies as well, notably professionalism, this Commentary focuses on describing how EI contributes to interpersonal and communication skills. The theory of EI may help critically define the specific abilities and complex processes that underlie this competency and, in turn, lead to a better understanding of how to successfully integrate the development of these skills into graduate medical training.

Reducing Implicit Gender Leadership Bias in Academic Medicine With an Educational Intervention

Purpose One challenge academic health centers face is to advance female faculty to leadership positions and retain them there in numbers equal to men, especially given the equal representation of women and men among graduates of medicine and biological sciences over the last 10 years. The purpose of this study is to investigate the explicit and implicit biases favoring men as leaders, among both men and women faculty, and to assess whether these attitudes change following an educational intervention. Method The authors used a standardized, 20-minute educational intervention to educate faculty about implicit biases and strategies for overcoming them. Next, they assessed the effect of this intervention. From March 2012 through April 2013, 281 faculty members participated in the intervention across 13 of 18 clinical departments. Results The study assessed faculty members’ perceptions of bias as well as their explicit and implicit attitudes toward gender and leadership. Results indicated that the intervention significantly changed all faculty members’ perceptions of bias (P < .05 across all eight measures). Although, as expected, explicit biases did not change following the intervention, the intervention did have a small but significant positive effect on the implicit biases surrounding women and leadership of all participants regardless of age or gender (P = .008). Conclusions These results suggest that providing education on bias and strategies for reducing it can serve as an important step toward reducing gender bias in academic medicine and, ultimately, promoting institutional change, specifically the promoting of women to higher ranks.

The gender gap in academic medicine: comparing results from a multifaceted intervention for stanford faculty to peer and national cohorts.

Purpose To assess whether the proportion of women faculty, especially at the full professor rank, increased from 2004 to 2010 at Stanford University School of Medicine after a multifaceted intervention. Method The authors surveyed gender composition and faculty satisfaction five to seven years after initiating a multifaceted intervention to expand recruitment and development of women faculty. The authors assessed pre/post relative change and rates of increase in women faculty at each rank, and faculty satisfaction; and differences in pre/post change and estimated rate of increase between Stanford and comparator cohorts (nationally and at peer institutions). Results Post intervention, women faculty increased by 74% (234 to 408), with assistant, associate, and full professors increasing by 66% (108 to 179), 87% (74 to 138), and 75% (52 to 91), respectively. Nationally and at peer institutions, women faculty increased by about 30% (30,230 to 39,200 and 4,370 to 5,754, respectively), with lower percentages at each rank compared with Stanford. Estimated difference (95% CI) in annual rate of increase was larger for Stanford versus the national cohort: combined ranks 0.36 (0.17 to 0.56), P = .001; full professor 0.40 (0.18 to 0.62), P = .001; and versus the peer cohort: combined ranks 0.29 (0.07 to 0.51), P = .02; full professor 0.37 (0.14 to 0.60), P = .003. Stanford women faculty satisfaction increased from 48% (2003) to 71% (2008). Conclusions Increased satisfaction and proportion of women faculty, especially full professors, suggest that the intervention may ameliorate the gender gap in academic medicine.

Women in Academic Medicine: Measuring Stereotype Threat Among Junior Faculty

BACKGROUND Gender stereotypes in science impede supportive environments for women. Research suggests that womens perceptions of these environments are influenced by stereotype threat (ST): anxiety faced in situations where one may be evaluated using negative stereotypes. This study developed and tested ST metrics for first time use with junior faculty in academic medicine. METHODS Under a 2012 National Institutes of Health Pathfinder Award, Stanford School of Medicines Office of Diversity and Leadership, working with experienced clinicians, social scientists, and epidemiologists, developed and administered ST measures to a representative group of junior faculty. RESULTS 174 School of Medicine junior faculty were recruited (62% women, 38% men; 75% assistant professors, 25% instructors; 50% white, 40% Asian, 10% underrepresented minority). Women reported greater susceptibility to ST than did men across all items including ST vulnerability (p < 0.001); rejection sensitivity (p = 0.001); gender identification (p < 0.001); perceptions of relative potential (p = 0.048); and, sense of belonging (p = 0.049). Results of career-related consequences of ST were more nuanced. Compared with men, women reported lower beliefs in advancement (p = 0.021); however, they had similar career interest and identification, felt just as connected to colleagues, and were equally likely to pursue careers outside academia (all p > 0.42). CONCLUSIONS Innovative ST metrics can provide a more complete picture of academic medical center environments. While junior women faculty are susceptible to ST, they may not yet experience all of its consequences in their early careers. As such, ST metrics offer a tool for evaluating institutional initiatives to increase supportive environments for women in academic medicine.

Building faculty community: fellowship in graduate medical education administration.

INTRODUCTION The Department of Graduate Medical Education at Stanford Hospital and Clinics has developed a professional training program for program directors. This paper outlines the goals, structure, and expected outcomes for the one-year Fellowship in Graduate Medical Education Administration program. BACKGROUND The skills necessary for leading a successful Accreditation Council for Graduate Medical Education (ACGME) training program require an increased level of curricular and administrative expertise. To meet the ACGME Outcome Project goals, program directors must demonstrate not only sophisticated understanding of curricular design but also competency-based performance assessment, resource management, and employment law. Few faculty-development efforts adequately address the complexities of educational administration. As part of an institutional-needs assessment, 41% of Stanford program directors indicated that they wanted more training from the Department of Graduate Medical Education. INTERVENTION To address this need, the Fellowship in Graduate Medical Education Administration program will provide a curriculum that includes (1) readings and discussions in 9 topic areas, (2) regular mentoring by the director of Graduate Medical Education (GME), (3) completion of a service project that helps improve GME across the institution, and (4) completion of an individual scholarly project that focuses on education. RESULTS The first fellow was accepted during the 2008-2009 academic year. Outcomes for the project include presentation of a project at a national meeting, internal workshops geared towards disseminating learning to peer program directors, and the completion of a GME service project. The paper also discusses lessons learned for improving the program.

How to Recognize and Address Unconscious Bias

Despite the dramatic increase in the number of women and racial minorities pursuing careers in medicine, their representation among medical school faculty remains strikingly low. One potential explanation for this disparity is unconscious bias: opinions that we hold about different social groups that operate outside of our conscious awareness. During the past few decades, social scientists have discovered that unconscious bias can strongly influence the way we evaluate and treat other people. This chapter explains the nature of unconscious bias and how it might impact the careers of women and minority faculty members. We first explain what unconscious bias is and what social scientists know about why unconscious bias exists. Next we briefly cover the ways that unconscious bias affects the careers of junior faculty. We then outline several specific strategies that individuals can take in order to prevent unconscious bias from negatively influencing their own careers. These strategies include promoting awareness in self and others, developing a growth mindset, building and maintaining strong professional networks, and taking charge of one’s own career development. In addition, several recommendations are given to institutions on how to combat the influence of unconscious bias in the context of hiring. For example, institutions can educate search committees, make sure job descriptions sound neutral, and encourage their departments to use structured interview processes.