Desirée Kozlowski

Gender bending: auditory cues affect visual judgements of gender in biological motion displays

The movement of an organism typically provides an observer with information in more than one sensory modality. The integration of information modalities reduces the likelihood that the observer will be confronted with a scene that is perceptually ambiguous. With that in mind, observers were presented with a series of point-light walkers each of which varied in the strength of the gender information they carried. Presenting those stimuli with auditory walking sequences containing ambiguous gender information had no effect on observers’ ratings of visually perceived gender. When the visual stimuli were paired with auditory cues that were unambiguously female, observers’ judgments of walker gender shifted such that ambiguous walkers were judged to look more female. To show that this is a perceptual rather than a cognitive effect, we induced visual gender after-effects with and without accompanying female auditory cues. The pairing of gender-neutral visual stimuli with unambiguous female auditory cues during adaptation elicited male after-effects. These data suggest that biological motion processing mechanisms can integrate auditory and visual cues to facilitate the extraction of higher-order features like gender. Possible neural substrates are discussed.

Dusted Community: Piloting a Virtual Peer-to-Peer Support Community for People with an Asbestos-Related Diagnosis and Their Families

Individuals with an asbestos-related diagnosis and their carers face burdens including debilitating and life-limiting physical symptoms and medico-legal stressors. Feelings of social isolation are common. Increasing social connectedness can lead to increased feelings of personal empowerment and may inhibit chronic stress responses. The authors report on the development, via a process of participatory action research, of an online peer-to-peer support group, and the first 30-day test phase of this virtual community. Initial indications are that individuals with an asbestos-related diagnosis and their carers can benefit, in psychosocial terms, from membership of an on-line support group comprised of experientially similar others.

Emotional intelligence and perceived stress of Australian pre-registration healthcare students: A multi-disciplinary cross-sectional study

BACKGROUND Healthcare students can experience high levels of stress. Emotional intelligence can moderate stress and increase wellbeing however there has been no prior research on the relationship between emotional intelligence and stress in Australian healthcare students. OBJECTIVES To measure emotional intelligence (EI) and perceived stress (PS) in final year healthcare students (nursing, pharmacy and dentistry), and to explore the relationships between EI, PS and discipline. DESIGN AND SETTING A cross sectional survey of pre-registration healthcare students at a metropolitan university in Australia. PARTICIPANTS 203 pre-registration final year healthcare students (n = 58 nursing; n = 112 pharmacy; n = 34 dentistry). METHODS Emotional Intelligence was measured using the GENOS Emotional Intelligence Inventory (Concise Version) and stress was measured using the Perceived Stress Scale (PSS). RESULTS A significant negative correlation was found between EI and PS in nursing and pharmacy students. No difference was found in EI across disciplines. Mean EI scores were lower than normative means. PS was significantly higher than the normative mean for pharmacy and dentistry students and higher than nursing students. CONCLUSIONS Emotional intelligence can have a protective effect against stress for healthcare students and can be increased via targeted educational interventions. To support student wellbeing there is a clear need for pre-registration healthcare curricula to include educational components on strengthening EI.

The role of emotion in clinical decision making: an integrative literature review

BackgroundTraditionally, clinical decision making has been perceived as a purely rational and cognitive process. Recently, a number of authors have linked emotional intelligence (EI) to clinical decision making (CDM) and calls have been made for an increased focus on EI skills for clinicians. The objective of this integrative literature review was to identify and synthesise the empirical evidence for a role of emotion in CDM.MethodsA systematic search of the bibliographic databases PubMed, PsychINFO, and CINAHL (EBSCO) was conducted to identify empirical studies of clinician populations. Search terms were focused to identify studies reporting clinician emotion OR clinician emotional intelligence OR emotional competence AND clinical decision making OR clinical reasoning.ResultsTwenty three papers were retained for synthesis. These represented empirical work from qualitative, quantitative, and mixed-methods approaches and comprised work with a focus on experienced emotion and on skills associated with emotional intelligence. The studies examined nurses (10), physicians (7), occupational therapists (1), physiotherapists (1), mixed clinician samples (3), and unspecified infectious disease experts (1). We identified two main themes in the context of clinical decision making: the subjective experience of emotion; and, the application of emotion and cognition in CDM. Sub-themes under the subjective experience of emotion were: emotional response to contextual pressures; emotional responses to others; and, intentional exclusion of emotion from CDM. Under the application of emotion and cognition in CDM, sub-themes were: compassionate emotional labour – responsiveness to patient emotion within CDM; interdisciplinary tension regarding the significance and meaning of emotion in CDM; and, emotion and moral judgement.ConclusionsClinicians’ experienced emotions can and do affect clinical decision making, although acknowledgement of that is far from universal. Importantly, this occurs in the in the absence of a clear theoretical framework and educational preparation may not reflect the importance of emotional competence to effective CDM.