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Background <p>Globally, healthcare providers and systems are encouraged to deliver and tailor healthcare interventions and programs that are patient-centered and responsive to different patients’ needs. This approach requires that healthcare professionals be attentive, empathetic, and sympathetic toward their patients. Accordingly, healthcare providers should be able to monitor and manage their feelings and understand others’ feelings and motives. This study aims to assess the emotional intelligence of health sciences’ students at Kuwait University.</p> Methods <p>This cross-sectional study is based on a self-administered questionnaire instrument developed based on Daniel Goleman’s theory. The instrument assessed five emotionally intelligence-related constructs: self-awareness, self-regulation, motivation, empathy, and social skills. Captured data were analyzed descriptively and inferentially using SPSS.</p> Results <p>A total of 393 students completed the questionnaire. The highest EI scores were observed among students in their fifth-year. There was no significant difference between the EI constructs’ scores among females and males except for motivation (<i>p</i> = 0.048). Furthermore, the gender differences in total EI scores were not statistically significant. Students choosing their faculty as their primary preference exhibited significantly higher EI scores of empathy compared to those who did not opt for their faculty (<i>p</i> = 0.037). Out of the five constructs of EI, most of the students had self-awareness, motivation, and empathy as their strengths. However, social skills emerged as a crucial development area. A positive correlation was also observed among the five EI constructs, with statistical significance noted (<i>p</i> &lt; 0.001).</p> Conclusion <p>The study highlighted areas necessitating improvement in emotional intelligence. The findings suggest integrating emotional intelligence training into curricula, focusing on developing interpersonal and communication skills. These insights contribute to enhancing the emotional intelligence of future healthcare professionals.</p>

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Assessing emotional intelligence of pharmacy, medicine, allied health, and dentistry students: a cross-sectional study from Kuwait

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月28日

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  • Israa K. Abdelghany,
  • Asmaa Al-Haqan,
  • Saja Alnahar,
  • Salah Waheedi

摘要

Background

Globally, healthcare providers and systems are encouraged to deliver and tailor healthcare interventions and programs that are patient-centered and responsive to different patients’ needs. This approach requires that healthcare professionals be attentive, empathetic, and sympathetic toward their patients. Accordingly, healthcare providers should be able to monitor and manage their feelings and understand others’ feelings and motives. This study aims to assess the emotional intelligence of health sciences’ students at Kuwait University.

Methods

This cross-sectional study is based on a self-administered questionnaire instrument developed based on Daniel Goleman’s theory. The instrument assessed five emotionally intelligence-related constructs: self-awareness, self-regulation, motivation, empathy, and social skills. Captured data were analyzed descriptively and inferentially using SPSS.

Results

A total of 393 students completed the questionnaire. The highest EI scores were observed among students in their fifth-year. There was no significant difference between the EI constructs’ scores among females and males except for motivation (p = 0.048). Furthermore, the gender differences in total EI scores were not statistically significant. Students choosing their faculty as their primary preference exhibited significantly higher EI scores of empathy compared to those who did not opt for their faculty (p = 0.037). Out of the five constructs of EI, most of the students had self-awareness, motivation, and empathy as their strengths. However, social skills emerged as a crucial development area. A positive correlation was also observed among the five EI constructs, with statistical significance noted (p < 0.001).

Conclusion

The study highlighted areas necessitating improvement in emotional intelligence. The findings suggest integrating emotional intelligence training into curricula, focusing on developing interpersonal and communication skills. These insights contribute to enhancing the emotional intelligence of future healthcare professionals.