Facial affect recognition and exit examination performance in medical students: a prospective exploratory study.

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dc.contributor.authorRoos, Tessa Cen
dc.contributor.authorNiehaus, Dana J Hen
dc.contributor.authorLeppänen, Jukka Men
dc.contributor.authorRas, Johanen
dc.contributor.authorCloete, Karen Jen
dc.contributor.authorJordaan, Esmeen
dc.contributor.authorKoen, Liezlen
dc.date.accessioned2016-01-28T10:42:00Zen
dc.date.available2016-01-28T10:42:00Zen
dc.date.epub2014-11-28en
dc.date.issued2014-12en
dc.description.abstractBackground Facial affect recognition (FAR) abilities underpin emotional intelligence (EI). The latter is suggested to predict academic success and to be important for clinician-patient interaction. It is therefore of interest to investigate the possible association between FAR and academic performance in undergraduate medical students. Methods We assessed the association between the ability to recognize emotions through facial expression and exit examination performance, a measure of clinical proficiency, in undergraduate medical students stratified by gender at a South African tertiary institution using a prospective descriptive design. Data on the perception of facial expressions and exit examination marks were obtained from 144 (61%) females and 93 (39%) males with a mean age of 24.1 ± 1.6 years. Facial affect recognition measures on the Hexagon and Animation tasks were individually correlated with academic performance indicators using Pearson correlation. Results The perceptual discrimination of anger was associated with improved performance in anaesthetics (r = .24; p = .004) and urology (r = .24; p = .001), while the recognition of happiness was associated with decreased performance in obstetrics (r = −.21, p = .002). Gender was an effect modifier in the relationship between perceptual discrimination of anger and urology performance (p = .03), with a strong positive relationship for males, but a non-significant relationship for females. Conclusion There was no overall correlation between FAR and overall academic performance or with gender. However, subject (specialty) specific findings with recognition of specific emotions and with gender as effect modifier poses interesting questions about EI and FAR and prompts further research into FAR as a useful tool. Being an objective test and offering a more focused assessment makes FAR worthy of further application.en
dc.identifier.citationFacial affect recognition and exit examination performance in medical students: a prospective exploratory study. 2014, 14:245 BMC Med Educen
dc.identifier.doi10.1186/s12909-014-0245-6en
dc.identifier.issn1472-6920en
dc.identifier.journalBMC medical educationen
dc.identifier.pmid25431251en
dc.identifier.urihttp://hdl.handle.net/11288/595145en
dc.language.isoenen
dc.relation.urlhttp://www.biomedcentral.com/1472-6920/14/245en
dc.research.unitBiostatistics Uniten
dc.rightsArchived with thanks to BMC medical educationen
dc.subjectEmotional intelligenceen
dc.subjectFacial affect recognitionen
dc.subjectExamination performanceen
dc.subjectUndergraduate medical studentsen
dc.subjectGenderen
dc.subjectacademic performanceen
dc.subject.meshAdulten
dc.subject.meshCohort Studiesen
dc.subject.meshEducation, Medical, Undergraduateen
dc.subject.meshEducational Measurementen
dc.subject.meshEmotional Intelligenceen
dc.subject.meshEmotionsen
dc.subject.meshFacial Expressionen
dc.subject.meshFemaleen
dc.subject.meshHumansen
dc.subject.meshMaleen
dc.subject.meshProspective Studiesen
dc.subject.meshSouth Africaen
dc.subject.meshStudents, Medicalen
dc.subject.meshTask Performance and Analysisen
dc.subject.meshYoung Adulten
dc.titleFacial affect recognition and exit examination performance in medical students: a prospective exploratory study.en
dc.typeArticleen
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