Abstract
BackgroundResearch on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia.MethodsThis was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses.ResultsA total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R2 = 0.43).ConclusionsMedical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students’ academic performance.
Highlights
Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients
Final-year medical students had generally similar Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) (TOT, Area, Branch and Task) scores compared to the first-year medical students except that students in the final-year scored better in the Understanding Branch (B3) (t-test: 4.44, p = 0.04) and a specific component of this branch score, Task C, the Changes task (t-test: 6.89, p = 0.01)
We found that EI was a significant predictor of academic performance in overall continuous assessments and final examination amongst first- and final-year medical students in a Malaysian university
Summary
Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. People and college students with higher emotional intelligence show more positive social functioning in interpersonal relationship and are regarded by peers as prosocial, less antagonistic and conflictual [2] These improved social competence and quality relationships could facilitate [11]. Demand for a physician who is genuinely interested in the health of patients, incorporating a patient’s personal values and engaging with them in health decisions is only increasing in an ageing society, and one with more educated patients and higher standards of healthcare [18] With these changing external demands and internal quality requirements, it is not hard to comprehend that today’s physician has to be both smart and “good” [19]. The medical education continuum from the medical schools to continuing professional/medical education is working hard to see that these other traits and skills are being assessed, maintained and developed [26,27,28,29]
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