705 - Simulating Care of the Pediatric Patient: Workshop on “Problem Solving and Impulse Control” in Emotional Intelligence Pilot for Medical Students

Publication Number: 2688.705

Emma J. Horowitz, Albany Medical College, Albany, NY, United States; Abigail S. Kaminsky, Albany Medical College, Albany, NY, United States; Mandeep S. Sidhu, Albany Medical College, Slingerlands, NY, United States; Mary E. Fay, Albany Medical College, Wynantskill, NY, United States; Gina Geis, Albany Medical College, Albany, NY, United States; Leah D'Agostino, Albany Medical College, ALbany, NY, United States; William Bachman, Albany Medical College, Albany, NY, United States; Barbara E. Ostrov, Albany Medical College, Albany, NY, United States; Suzanne Barry, Albany Medical College, Albany, NY, United States

Background: Emotional Intelligence (EI) includes stress management, empathy, decision-making, and relationship skills. Research shows EI is improvable, and higher EI in physicians correlates with better outcomes, stronger teamwork, and lower burnout. Yet, EI training is not standard in medical education. Our EI pilot program for first-year medical students addresses this gap through six workshops and personalized coaching by certified EI physician-coaches. One workshop focused on strengthening EI composites of decision-making and impulse control through an artistic activity simulating pediatric challenges.

Objective: This study evaluates the impact of an EI workshop on first-year medical students. Objectives include assessing improvement in EI composites of decision-making, impulse control, and self-regulation; determining whether the experiential design was engaging; and evaluating how well it helped students apply EI concepts to pediatric challenges requiring integration of fragmented information and composure under complexity.

Design/Methods: The EI pilot launched for first-year medical students after IRB approval. Students completed the EQi-2.0 assessment; 111 of 149 participated, and 50 were randomly selected for the pilot. Attendance was recorded, and feedback collected through binary questions and comments. One workshop focused on decision-making, self-regulation, and managing complex input from caregivers. The session included a lecture, drawing activity, and discussion. Students worked in groups of three using abstract images. One “artist” replicated an image from two “describers,” one describing shapes, the other colors. The exercise simulated fragmented perspectives common in pediatrics, where physicians synthesize partial or conflicting input from patients, parents, and other providers. Real pediatric cases were discussed before and after to show how this mirrors clinical decision-making that requires composure, integration of multiple viewpoints, and impulse control before acting.

Results: Workshop attendance exceeded 90%. Feedback was highly positive, with students reporting high levels of satisfaction. Comments reported improved understanding and application of EI skills for pediatrics. Over 96% indicated the session improved their EI, and over 90% found it beneficial for their careers.

Conclusion(s): This workshop strengthened students’ decision-making, impulse control, and self-regulation through an engaging activity simulating pediatric challenges. Feedback confirmed high engagement and relevance, supporting creative, skill-based exercises as effective tools for developing EI in medical education.

Horowitz_CV 102325
Horowitz_CV 102325.pdf