1. I NTRODUCTION Multiple data points are collected on future physician assistants (PA) from the time they begin the application process through their eventual graduation. Although many tangible items (i.e. GPA, GRE results) are available on applicants, few measures for the intangibles exist. Emotional intelligence (EI) may provide one potential gateway towards measuring for these intangibles. Trait-based EI consists of constructs which are compatible with the nature of emotions. 1 The Trait Emotional Intelligence Questionnaire 2 (TEIQue – pronounced TQ) assesses fifteen unique constructs that are grouped into four factors and finally into a single global measure. P URPOSE The purpose of this study was twofold. First, examine for correlations between the applicants application, interview data and trait-based EI factors. Second, to follow the matriculating class for changes in EI during the course of the program. M ETHODS The TEIQue was administered during time set aside at the student’s interview and at the end of both didactic and clinical years. Students were informed that participation was voluntary and that information gathered would not be used in any admissions or program-related decisions. The questionnaires were coded and identifiers were maintained by a third-party. Surveys were scored by a third-party. Analyses was performed using SPSS v. 20. D ISCUSSION Although no correlations between application data and trait-based EI factors were identified, interview EI scores were the highest of those collected. Applicants make multiple investments in the interview process therefore treat it as they would any high-stakes situation. Although there may have been no deliberate attempt by the applicant to deceive; the persona of an applicant may be best at the time of interview. In light of this finding programs may want to reassess the intended outcomes and processes associated with their interview process. The changes associated with the end of didactic year may be attributed to the solitary activities generally associated with developing foundational knowledge. Creating situational didactic experiences may provide a path towards developing a students EI. Finally changes associated with the end of clinical year may be due to the increased interaction a student has with both preceptors and patients. R EFERENCES 1.Stern DT. Measuring medical professionalism. Cary, NC: Oxford University Press; 2006. 2. Petrides KV. Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue). In: Parker JD, Saklofske DH, Stough C. Eds. Assessing Emotional Intelligence. Springer; 2009: 85-101. A CKNOWLEDGEMENTS We thank Mari Stoilova for her tireless effort in entering paper survey data for processing and Dr. K. V. Petrides for scoring the collected TEIQue data. Additional information on the TEIQue is available through the London Psychometric Laboratory at http://www.psychometriclab.com. 2012 PAEA Educational Forum, Seattle, WA, Poster 1111 FactorsHigh scorers view themselves as 2 Well-Being …cheerful and satisfied with their lives …confident and likely to “look on the bright side” of life …successful and self-confident Self-Control …capable of controlling their emotions …reflective and less likely to give in to their urges …capable of withstanding pressure and regulating stress Emotionality …capable of taking someone else’s perspective …clear about their own and other people’s feelings …capable of communicating their feelings to others …capable of maintaining fulfilling personal relationships Socialability …capable of influencing other people’s feelings …forthright, frank, and willing to stand up for their rights …accomplished networkers with superior social skills No significant correlations existed between application information of gender, age, GPA (science or total), GRE, individual or group interview scores and any of the measured EI factors or Global EI at the time of interview. Four EI factors and Global EI were highest at interview. A significant difference (p <.05) occurred between interview and the end of didactic year in all measured EI factors and Global EI. There were no significant differences in any measure between the end of didactic year and the end of clinical year. The Cronbach's alpha reliability for interview, didactic year, and clinical year surveys were.92,.88, and.87, respectively. Emotional Intelligence in a Physician Assistant Student Cohort from Interview through Graduation Raymond Eifel, MS, PA-C, James Cook University, Townsville, QLD, AU & Amanda Welbourne, MSPAS, PA-C, Shenandoah University, Winchester, VA R ESULTS