| SYMPOSIUM: LEADERSHIP AND TALENT MANAGEMENT IN ACADEMIC MEDICINE |
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| Year : 2016 | Volume
: 2
| Issue : 1 | Page : 57-67 |
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The importance of emotional intelligence to leadership in an Academic Health Center
Thomas J Papadimos1, Angela C Sipes1, Michael R Lyaker1, Claire V Murphy2, Areti Tsavoussis3, Scott M Pappada4
1 Department of Anesthesiology, Ohio State University Wexner Medical Center, Columbus, OH, USA
2 Department of Pharmacy, Ohio State University Wexner Medical Center, Columbus, OH, USA
3 Public Health Specialist, Private Consultant, Columbus, OH, USA
4 Department of Anesthesiology, Ohio State University Wexner Medical Center, Columbus; Aptima Inc., Dayton, OH, USA
Correspondence Address:
Thomas J Papadimos
Department of Anesthesiology, The Ohio State University Wexner Medical Center, 410 West 10th Avenue, Columbus, OH 43210
USA
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/2455-5568.183328
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Emotional Intelligence (EI) was first defined in the 1990s and was quickly adopted by the business community. The role of EI in leadership has come to the forefront and is now recognized as the most important trait/skill set that a leader can possess. In the next decade, there will be many challenges to the leaders of Academic Health Centers (AHCs). Understanding the role of EI and the implementation of its precepts in the personal culture of leaders and the organization will be extremely important. EI theory, its tools for assessment, its studies for validation, and its use for the development of professional curriculum for individuals and organizations will continue to evolve over time. Here, we will define EI and explain its origins and its importance to the success of AHCs. Furthermore, its importance to medical students, residents, and subordinates, its measurement, its juxtaposition to nature versus nurture, and what role simulation may play in increasing the EI skills of members of AHCs will also be addressed.
The following core competencies are addressed in this article: Core competencies addressed include systems-based practice, Interpersonal and communications skills, and Professionalism. |
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