Professionalism in Medical Students: Emotional Intelligence Matters

Emotional Intelligence and Professionalism in Medical Students

Abstract

Emotional intelligence (EI) and professionalism are the core competencies that medical education requires; however, their interconnection is still not explored much. Objectives: To identify the relationship between EI and professionalism in clinical-year medical students, as well as to investigate the differences based on gender and academic year. Methods: A comparative cross-sectional study was performed among 191 MBBS students of Aziz Fatima Medical and Dental College, Faisalabad. All the participants filled out the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) and a modified version of the Professionalism Mini Evaluation Exercise (PMEX). Statistical techniques such as Pearson's correlation, independent t-tests, ANOVA, and multiple linear regression were employed for data analysis. Results: Global EI and professionalism relationship was weak but positive and significant (r=0.216, p=0.003). EI domains displayed opposite correlations: emotionality (r=0.285) and sociability (r=0.371) were positively correlated, and well-being (r=-0.419) and self-control (r=-0.306) were negatively correlated with professionalism, all at p < 0.01. Third-year students had significantly higher well-being scores as compared to fourth-year students (p=0.021). Regression analysis revealed global EI to be an independent predictor of professionalism (B=0.657, p=0.005), explaining 7.7% of the variance. Conclusions: Emotional intelligence significantly predicts professionalism, with global EI emerging as an independent predictor. Emotionality and sociability showed positive associations, while self-control and well-being showed negative associations with professionalism. Well-being declines significantly from the third to fourth year, while no gender differences were observed.