Evaluation of the emotional intelligence levels of students from different years of the medical course: a cross-sectional study

Abstract

Introduction: Emotional intelligence (EI) encompasses abilities that help deal with environmental demands and stress factors. It is directly involved with medical practice and education since high levels of EI can contribute to a better physician-patient relationship, help with communication skills and group tasks, and help deal with stress. Objective: Evaluate and compare the levels of EI among medical students attending their second, fourth, or sixth year at a University using the Schutte Self-Report Emotional Intelligence Test and evaluate the factors that influence the levels of EI. Method: A crosssectional study involving medical students was conducted. The data was collected through an online questionnaire. The variables were submitted to the AndersonDarling normality test, the Mann-Whitney U test, and the Kruskal-Wallis test. Results: Participants tended to have higher scores related to managing other’s emotions as they progressed in the course, but no difference was observed in the total score and other categories. There was a significant difference between the ‘managing own emotions’ category when compared by gender. There was a positive relation between extracurricular activities, previous degree, age, and higher levels of EI, as well as a significant difference in managing other’s emotions when comparing the presence or absence of mental health diagnosis. Conclusion: EI is an ability that seems to develop throughout the years. It is important to study and develop techniques to enhance that ability, aiming to improve doctor-patient and interpersonal relationships.