SYSTEMATIC REVIEW article
Front. Med.
Sec. Healthcare Professions Education
Volume 12 - 2025 | doi: 10.3389/fmed.2025.1587090
This article is part of the Research TopicPioneers & Pathfinders: 10 Years of Frontiers in MedicineView all 16 articles
Interventions of Emotional Intelligence in Medical Education: A Systematic Review
Provisionally accepted
Sabyasachi Maity1,2
Samantha Michelle De Filippis3
Alexander Aldanese4Melissa Ashley Mcculloch3Alexis P Sandor5Jan E Perez Cajigas3
Yiorgos Antoniadis4Te-Keila Devika Trevon Rochester4
Lauren Elizabeth Carter5Alexander M Preisig5Julia A Kobeissi4
NARENDRA NAYAK6Jaime E Mendoza7
Samal Nauhria8*- 1The University of Texas Rio Grande Valley, Edinburg, Texas, United States
- 2The University of Texas Health Science Center at San Antonio, San Antonio, Texas, United States
- 3University of Medicine and Health Sciences, Basseterre, Saint Kitts and Nevis
- 4St. George's University, St. George's, Grenada
- 5Ross University School of Medicine, Bridgetown, Barbados
- 6St. Matthew's University, Grand Cayman, Cayman Islands
- 7San Dimas Community Hospital, California, United States
- 8Civil Service College, Portfolio of the Civil Services, Georgetown, Cayman Islands
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Emotional intelligence (EI) is a crucial competency for medical professionals, facilitating effective interpersonal relationships between physicians and patients. The ability to evaluate, regulate, and apply emotional understanding plays a significant role in fostering empathy, communication, and stress management. This systematic review aimed to determine the impact of various interventions on medical students' EI development, academic performance, and overall patient care. A comprehensive literature search was conducted for studies published from 2021 until 2024, inclusion criteria focused on studies on medical students, employed validated EI assessment tools, and utilized appropriate research designs. 44 articles met the inclusion criteria. The Joanna Briggs Institute (JBI) Critical Appraisal Checklist was applied to assess the quality of included studies. Although a meta-analysis was initially planned, substantial heterogeneity across the studies limited the pooling of quantitative data.
Keywords: Emotional Intelligence, Medical students, Medical Education, Empathy, self-awareness, self-management, social awareness, Relationship management
Received: 03 Mar 2025; Accepted: 24 Jun 2025.
Copyright: © 2025 Maity, De Filippis, Aldanese, Mcculloch, Sandor, Perez Cajigas, Antoniadis, Rochester, Carter, Preisig, Kobeissi, NAYAK, Mendoza and Nauhria. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Samal Nauhria, Civil Service College, Portfolio of the Civil Services, Georgetown, Cayman Islands
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