Temporal changes in emotional intelligence (EI) among medical undergraduates: a 5-year follow up study

• Published in: BMC medical education Vol. 20; no. 1; p. 496
• Main Authors: Ranasinghe, Priyanga, Senadeera, Vidarsha, Gamage, Nishadi, Weerarathna, Miyuru Ferrari, Ponnamperuma, Gominda
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 09.12.2020; BioMed Central; BMC
• Subjects: Academic achievement; Behavioral Sciences; College students; Curricula; Data collection; Dependent sample; Emotional Intelligence; Employment; Employment Level; Ethics; Ethnicity; Evaluation; Extracurricular activities; Families & family life; Family income; Female; Follow-Up Studies; Followup Studies; Grade Point Average; Higher education; Humans; Independent Study; Intelligence Quotient; Intelligence tests; Interpersonal Competence; Likert Scales; Male; Medical education; Medical students; Medical undergraduates; Medicine; Patient satisfaction; Personality Traits; Prospective Studies; Questionnaires; Regression (Statistics); Religion; Self Management; Social Responsibility; Sociodemographics; Sri Lanka; Statistical Analysis; Students; Surveys and Questionnaires; Teaching Methods; Time-related changes; Undergraduate Students; Variables; Sri Lanka; Medical education; Medical undergraduates; Time-related changes; Emotional intelligence
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-020-02404-x

Emotional intelligence (EI) is thought to play a significant role in professional and academic success. EI is important for medical personnel to cope with highly stressful circumstances during clinical and academic settings. The present prospective follow-up study intends to evaluate the changes in EI and their correlates among medical undergraduates over a five-year period. Data were collected in 2015 and 2020 at the Faculty of Medicine, University of Colombo, Sri Lanka. EI was assessed using the validated 33-item self-assessment tool, Schutte Self-Report Emotional Intelligence Test (SSEIT). In addition, socio-demographic details, students' involvement in extracurricular-activities during undergraduate life, students' satisfaction regarding the choice of studying medicine and plans to do postgraduate studies were also evaluated. A multiple-regression analysis was conducted among all students using percentage change in EI score as the continuous dependent variable, together with other independent variables (plan to do postgraduate studies, satisfaction in choice of medicine and extracurricular-activities). Sample size was 170 (response rates-96.6%), with 41.2% males (n = 70). Mean EI scores at baseline among all students was 122.7 ± 11.6, and it had significantly increased at follow-up to 128.9 ± 11.2 (p <  0.001). This significant increase was independently observed in both males (122.1 ± 12.2 vs. 130.0 ± 12.4, p <  0.001) and females (123.1 ± 11.1 vs. 128.2 ± 10.3, p = 0.001). During follow-up, an increase in EI score was observed in students of all religions and ethnicities. Mean EI score also increased in all categories of monthly income, irrespective of the employment status or attainment of higher education of either parent. An increase in mean EI score during follow-up was observed in students irrespective of their engagement in or number of extracurricular-activities, they were involved. In the multiple regression analysis, being satisfied regarding their choice of the medical undergraduate programme (OR:11.75, p = 0.001) was the only significant factor associated with the percentage change in EI score. EI in this group significantly improved over 5-years of follow-up and was independent of gender, religion, ethnicity, socio-economic parameters and academic performance. Satisfaction in the chosen field was a significant predictor of the overall change in EI. Future studies are  needed to identify and measure factors responsible for improvement in EI among medical undergraduates.