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Objective <p>Emotional intelligence (EI) has been linked to improved communication, teamwork, resilience, and patient care, yet remains untaught in medical education. This study examined whether a structured EI curriculum produces measurable changes in EI scores compared with controls, and whether students perceive the program as feasible and valuable.</p> Methods <p>A multi-faceted EI curriculum was developed over three years and implemented in July 2024 at an academic medical college. The curriculum included an initial Emotional Quotient Inventory (EQ-i) 2.0 assessment and an intervention of six workshops, individualized coaching with physician EI coaches, and reflective writing exercises. A baseline assessment was completed by 111 students. 50 were randomly selected and opted-in for participation; 46 completed the intervention. Post-assessments were completed by 42 students total, including 11 non-participants who served as a control group. Pre–post changes within groups were assessed using paired t-tests (intervention) and Wilcoxon signed-rank tests (control). Between-group comparisons used independent-samples t-tests. Quantitative and qualitative data were collected through workshop survey responses, coaching reflections, and a feedback session.</p> Results <p>Intervention participants demonstrated statistically significant within-group improvements (<i>p</i> &lt; 0.05) across 11/15 EI subscales, with the largest gains observed in total EI (+ 6.06, <i>p</i> = 0.0005), self-regard (+ 5.39, <i>p</i> = 0.0029), problem solving (+ 6.42, <i>p</i> = 0.0007), stress tolerance (+ 6.19, <i>p</i> = 0.0019), and emotional self-awareness (+ 5.32, <i>p</i> = 0.0154) (supplementary information file A). Empathy showed modest, non-significant change (+ 1.65, <i>p</i> = 0.3906). Between-group differences did not reach significance, social responsibility(<i>p</i> = 0.064) and self-regard (<i>p</i> = 0.083) trended toward significance. The control group showed within group improvements in interpersonal relationships(+ 2.91 <i>p</i> = 0.0169) and reality testing (+ 5.55 <i>p</i> = 0.0039). Workshop survey responses collected across the 6 workshops for intervention participants (<i>n</i> = 222) indicated that 96.4% of respondents felt objectives were met and 91.9% rated sessions valuable. Students consistently highlighted benefits of individualized coaching for self-reflection, psychological safety, and goal setting.</p> Conclusion <p>This pilot demonstrated that EI training can be feasibly integrated into the preclinical medical curriculum and is associated with meaningful improvements across multiple EI domains. The combination of workshops, coaching, and reflective writing was well received and aligned with targeted competencies. With refinement and broader implementation, EI training may enhance resilience, empathy, and effectiveness in future physicians.</p>

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Feasibility and impact of emotional intelligence training in preclinical medical education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月14日

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  • Emma Horowitz,
  • Abigail Kaminsky,
  • Mandeep Sidhu,
  • Mary Fay,
  • Gina Geis,
  • Leah D’Agostino,
  • William Bachman,
  • Suzanne Barry,
  • Barbara E. Ostrov

摘要

Objective

Emotional intelligence (EI) has been linked to improved communication, teamwork, resilience, and patient care, yet remains untaught in medical education. This study examined whether a structured EI curriculum produces measurable changes in EI scores compared with controls, and whether students perceive the program as feasible and valuable.

Methods

A multi-faceted EI curriculum was developed over three years and implemented in July 2024 at an academic medical college. The curriculum included an initial Emotional Quotient Inventory (EQ-i) 2.0 assessment and an intervention of six workshops, individualized coaching with physician EI coaches, and reflective writing exercises. A baseline assessment was completed by 111 students. 50 were randomly selected and opted-in for participation; 46 completed the intervention. Post-assessments were completed by 42 students total, including 11 non-participants who served as a control group. Pre–post changes within groups were assessed using paired t-tests (intervention) and Wilcoxon signed-rank tests (control). Between-group comparisons used independent-samples t-tests. Quantitative and qualitative data were collected through workshop survey responses, coaching reflections, and a feedback session.

Results

Intervention participants demonstrated statistically significant within-group improvements (p < 0.05) across 11/15 EI subscales, with the largest gains observed in total EI (+ 6.06, p = 0.0005), self-regard (+ 5.39, p = 0.0029), problem solving (+ 6.42, p = 0.0007), stress tolerance (+ 6.19, p = 0.0019), and emotional self-awareness (+ 5.32, p = 0.0154) (supplementary information file A). Empathy showed modest, non-significant change (+ 1.65, p = 0.3906). Between-group differences did not reach significance, social responsibility(p = 0.064) and self-regard (p = 0.083) trended toward significance. The control group showed within group improvements in interpersonal relationships(+ 2.91 p = 0.0169) and reality testing (+ 5.55 p = 0.0039). Workshop survey responses collected across the 6 workshops for intervention participants (n = 222) indicated that 96.4% of respondents felt objectives were met and 91.9% rated sessions valuable. Students consistently highlighted benefits of individualized coaching for self-reflection, psychological safety, and goal setting.

Conclusion

This pilot demonstrated that EI training can be feasibly integrated into the preclinical medical curriculum and is associated with meaningful improvements across multiple EI domains. The combination of workshops, coaching, and reflective writing was well received and aligned with targeted competencies. With refinement and broader implementation, EI training may enhance resilience, empathy, and effectiveness in future physicians.