Emotional Intelligence and Clinical Teaching Effectiveness among the Faculty of Medical-Related Programs in Cebu Doctors’ University: Proposals in the Integration of the Institutional Faculty Development Plan

This study aimed to determine the emotional intelligence and clinical teaching effectiveness of the faculty of medical-related programs in Cebu Doctors’ University and the relationship between them in order to utilize the findings for the proposals in the integration of the institutional faculty development plan. The respondents included were 186 employed full-time or part-time medical-related faculty members of the different programs. A descriptive–correlational research design was utilized. The two (2) research instruments used was Emotional Intelligence Scale and Modified Clinical Teacher Effectiveness Inventory. An increase emotional intelligence mean score indicates that the respondent has a greater sense of self-awareness regarding emotions toward others and themselves, as well as social skills in managing and utilizing emotions to develop positive attitudes that improve problem-solving and clinical decision-making. Whereas, increase clinical teaching effectiveness mean score indicates that the respondents has high teaching behavior in transmitting theoretical and clinical knowledge used in the practice and the attitudes toward the profession, greater occurrence in the type and amount of feedback regarding his/her clinical performance. The relationship between emotional intelligence and clinical teaching effectiveness showed no relationship on all the aspects. A proposal entitled “Enhancing Emotional Intelligence and Teaching Effectiveness Among Medical-Related Faculty” was integrated to the institutional faculty development plan as to improve the faculty with low emotional intelligence and moderate clinical teaching effectiveness in regards with personal, emotional and social aspects in translating to know thyself and others’ need. Based on the findings, this study served as the basis for the university's institutional development plan, which appropriately addressed the importance of emotional intelligence and clinical teaching effectiveness among faculty by financing the plan to be implemented through seminars/workshops to promote faculty well-being – teaching behavior and interpersonal relations with others.