Number
251
Name
Pathways Beyond Performance: Does Curriculum Style Impact Emotional Quotient and Interpersonal Communication in Medical Students?
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Dan Yacubovich, Rowan-Virtua School of Osteopathic Medicine
Jonathan Tadros, Rowan-Virtua School of Osteopathic Medicine
Jennifer Fischer, Rowan-Virtua School of Osteopathic Medicine
Dana Zambito, Rowan-Virtua School of Osteopathic Medicine
Presentation Topic(s)
Curriculum
Description
PURPOSE
Emotional intelligence (EI) is the ability to understand and manage one’s
own emotions while also recognizing and responding appropriately to others’
emotions and is positively correlated with interpersonal skills. The
Accreditation Council for Graduate Medical Education (ACGME) lists
“interpersonal and communication skills” as a core competency, emphasizing
its importance in medical education. However, few studies have evaluated EI
in undergraduate medical education and there are mixed reports on whether EI
predicts success in nursing or medical school. Furthermore, EI could be
influenced by different curricular modalities; namely, traditional
larger-format lecture-based vs. smaller group case- or problem-based
curricula. This study investigates whether students’ emotional quotient (EQ)
scores and/or interpersonal communication skills during pre-clerkship differ
between a traditional lecture-based vs. problem-based curricula.
METHODS
First-year students at Rowan-Virtua School of Osteopathic Medicine took the
MySkills Profile (EIQ16) test to quantify their EQ scores. Student
performance on block exams and interpersonal communication scores (ICS) from
standardized patient encounters were collected (IRB PRO-2024-36). T-tests
analyzed differences between EQ and ICS scores and correlations assessed
relationships between EQ, ICS, and exam scores.
RESULTS
Students in the traditional lecture-based curriculum (N = 163) had
significantly higher EQ scores (5.58 vs. 5.13; p < 0.05) compared with
students in a problem-based learning (PBL; N = 111) curriculum. Students in
the lecture-based curriculum had increased ICS scores (p < 0.05) in the
5th and 7th standardized patient encounters (7 total), with no differences in
the other encounters. There were no correlations between EQ scores and ICS or
ICS and exam scores.
CONCLUSIONS
Contrary to our hypothesis, the correlation between EQ and ICS was not
significant and did not differ between lecture-based and PBL students,
suggesting a similar influence of EQ across both curricula. Data from an
additional cohort of students will be analyzed to determine if these trends
remain.
Emotional intelligence (EI) is the ability to understand and manage one’s
own emotions while also recognizing and responding appropriately to others’
emotions and is positively correlated with interpersonal skills. The
Accreditation Council for Graduate Medical Education (ACGME) lists
“interpersonal and communication skills” as a core competency, emphasizing
its importance in medical education. However, few studies have evaluated EI
in undergraduate medical education and there are mixed reports on whether EI
predicts success in nursing or medical school. Furthermore, EI could be
influenced by different curricular modalities; namely, traditional
larger-format lecture-based vs. smaller group case- or problem-based
curricula. This study investigates whether students’ emotional quotient (EQ)
scores and/or interpersonal communication skills during pre-clerkship differ
between a traditional lecture-based vs. problem-based curricula.
METHODS
First-year students at Rowan-Virtua School of Osteopathic Medicine took the
MySkills Profile (EIQ16) test to quantify their EQ scores. Student
performance on block exams and interpersonal communication scores (ICS) from
standardized patient encounters were collected (IRB PRO-2024-36). T-tests
analyzed differences between EQ and ICS scores and correlations assessed
relationships between EQ, ICS, and exam scores.
RESULTS
Students in the traditional lecture-based curriculum (N = 163) had
significantly higher EQ scores (5.58 vs. 5.13; p < 0.05) compared with
students in a problem-based learning (PBL; N = 111) curriculum. Students in
the lecture-based curriculum had increased ICS scores (p < 0.05) in the
5th and 7th standardized patient encounters (7 total), with no differences in
the other encounters. There were no correlations between EQ scores and ICS or
ICS and exam scores.
CONCLUSIONS
Contrary to our hypothesis, the correlation between EQ and ICS was not
significant and did not differ between lecture-based and PBL students,
suggesting a similar influence of EQ across both curricula. Data from an
additional cohort of students will be analyzed to determine if these trends
remain.