The Relationship Between Emotional Intelligence and Performance on Occupational Therapy Fieldwork
Abstract
This mixed methods study explored the relationship between emotional intelligence (EI) and overall student performance during occupational therapy (OT) fieldwork. The purpose of this study was to determine whether EI was predictive of student performance during the clinical portion of the academic program. In the first phase of this two-part study, 42 students enrolled in either a Master of Occupational Therapy program or an Occupational Therapy Assistant Program completed the Genos Emotional Intelligence Inventory (short form). Student scores on this brief measure of EI were correlated with scoring on the American Occupational Therapy Association’s Level II Fieldwork Performance Evaluation (FWPE) form. In the second phase of the study, 20 Clinical Fieldwork Educators (CFEs) were interviewed to determine their perception of the importance of EI in regard to fieldwork performance. An analysis of the quantitative data was conducted using hierarchical linear regression, and a positive significant relationship was found between EI and fieldwork performance. An analysis of the qualitative data obtained from interviews with CFEs found multiple themes highlighting their perception of the importance of EI when communicating and collaborating with patients and their families, working as part of a team, and demonstrating empathy and compassion for others. This study adds additional information to the limited evidence on the key factors to fieldwork success in an OT program. The evidence presented here has practical and theoretical implications for OT admissions committees to consider when selecting candidates who will not only be successful academically, but clinically as well.
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Citation
Dudzinski, K. D., & Gill, M. G. (2022). The relationship between emotional intelligence and performance on occupational therapy fieldwork. Journal of occupational therapy education, 6(4). https://doi.org/10.26681/jote.2022.060408