Cognitive intelligence (IQ) evaluates cognitive
capacities as a general fund of knowledge, analytical
and logical thinking, capacity to remember and recall,
and the capacity to compute accurately (1). IQ
characterizes "book smarts" individuals, but has a weak
link in predicting success. Beside strong intellectual
abilities, medical students and physicians should
therefore acquire and control emotional intelligence
(EI). EI depicts dimensions of intelligence significant in
successfully dealing with daily environmental pressure:
self-awareness, control of emotions, relationships, and
enlightened and progressive communication. Thus, EI
helps to predict success and characterizes "street
smarts".EI does not drive out IQ; human poly-intelligence
does exist. EI allowed researchers to pay tribute to the
complexity, richness, sensitivity, and depth of the
multidimensionality of the human being. This polyintelligence
enables physicians to assume
responsibilities and control complexity in an optimal
way.Five main components concerning the medical field
describe EI (1). Intrapersonal components include
emotional self-awareness, assertiveness, self-regard,
self-actualization, and independence. Similarly,
interpersonal components include empathy, social
responsibility and interpersonal relationships. In
addition, adaptability is highlighted by problem solving,
reality testing and flexibility; and stress management
can be described by stress tolerance and impulse
control; and general mood is shown through happiness
and optimism. These components are essential for
medical leadership and involve concrete results in
medical education, professional relationships and
development, and patients’ care.Emotions should be coupled to teaching since
emotions strongly influence behaviors. Instead of
attending lectures as a passive audience member, the
student discovers knowledge through a deeper
dimension as he recognizes the value of the lecturer’s
messages. Didactic instruction which activates
emotions and feelings inclines students to learn and
improves their performance. Integrating EI training into
graduate medical education may accordingly improve
young physicians’ interpersonal and communication skills while creating a more caring environment for
patients (2).In the care team, the physician using EI facilitates a
healthy dialogue by attentive listening and, with
adequate emotional serenity, harnesses and optimizes
interpersonal relationships (3). An adequate control of
emotions makes possible to be functional in every
situation and to make rational decisions, thus acting as
a mentor for residents and students for becoming more
effective on the ward and in communication. The EI
physician makes his colleagues aware on what can be
created collectively, by direct encouragement, realistic
expectations, and tangible opportunities to learn new
skills, highlighting the purpose of personal liabilities,
initiative and innovation (4). The physician acts so to
stimulate creativity, avoiding criticism and feeling less
threatened by changes resulting from creative ideas.
The EI physician answers in a constructive way to
changes and takes advantage of these new opportunities
(5).EI offers a teaching framework that allows learning
from collaborative relationships in order to increase
professional development and leadership. Emotional
learning and maturation are paramount to both. EI is a
quality that improves and optimizes by personal
reflection, practice and supervision. With colleagues,
the EI physician consolidates therefore a supportive
work climate, encouraging high-efficiency, in which
other health professionals feel energized to perform get
better in a mutual confidence ambiance (4).Moreover relationships between colleagues, EI
training could lead to better work/life balance and
doctor-patient relations. EI physician builds resilience
and copes with stressful periods, as well as experiences
better physical and psychological health (6). Therefore,
physicians care for themselves through self-awareness
and reflection, which appears to be one of the most
important things to provide good care to others. Being
more sensitive to their own and their patients’ feelings
and emotions, EI physicians use supportive behavior
and provide psychological benefits (5).EI skills are mainly developed trough life’s
experience. Students and physicians should use
introspection. Introspection is a goal for professional
and private life success. One should analyses and learns
from its own gestures, speech and behaviors.
Leadership literature (7) is also useful for EI
improvement, as both entities are highly related. Medical associations as the Canadian Medical
Association (CMA) may offer non-clinical professional
development to medical students, fellows and
physicians. For instance, 8 out of the 17 Canadian
medical schools are currently piloting the CMA Student
Leadership Curriculum (7). This program teaches selfawareness
and performance improvement, healthy
personal and professional growth, effective
communication, team building skill development, and
conflict resolution.Leaders challenge remains in becoming familiar with
a powerful combination made of knowledge and
relation management. Emotional intelligence can be
learned, developed, and reinforced with life experience.
EI is accessible if we decide to consider it to be a
resource and not a sentimental weakness, but only if we
support its emergence in our daily lifestyle.