Abstract
BACKGROUND: Teaching and assessment of emotional intelligence (EI) is not a part of the current curriculum and is learned by the students only by wilful and passive observation. Emotional intelligence (EI) is a cognitive ability required to monitor one's capability of effectively controlling one's own emotions and other's feelings and discriminate among them, to use this information to guide one's thinking and actions. This randomized control study investigates the development and effectiveness of an ability-based model intervention aimed at enhancing emotional intelligence (EI) and determining EI's correlation with academic achievement in final-year medical students. MATERIALS AND METHODS: Eighty-four final-year medical students were randomly assigned in two groups. The validated ability-based EI training module was introduced to the intervention group and involved in four-hour teaching sessions using a facilitated teaching format. The study employed validated measures Schutte Self-Report Emotional Intelligence Test (SSEIT) for Malaysian students to assess emotional intelligence domains before and after the intervention. Portfolio defense total marks were used as an academic achievement. RESULTS: There was an improvement in emotional intelligence among the intervention group, with mean (131.06) and mean difference (95%CI), 1.07 (.327 -1.815), P value = 0.005 compared to the control group, mean (129.99) Mean Difference (95%CI) -1.071 (-1.815 -1.327), P value = 0.005, respectively. The mean age (SD) of participants was 24.4 (1.22) in the intervention group and 24.2 (0.79) in the control group. The ability-based teaching module was valid to use with a validity coefficient of 0.99 and reliable, Cronbach alpha 0.89. The impact of the module on post-intervention, after adjusting the covariate of Pre EI score was significant, with a mean difference (95%CI), 1.07 (0.33,1.81), P value = 0.005. A non-significant correlation was observed between EI level and academic achievement following the intervention (r = 0.048, P = 0.667). CONCLUSION: This research underscores the potential efficacy of an ability-based model intervention in fostering emotional intelligence development among medical students. The implications of improved emotional intelligence in undergraduate medical students are discussed, emphasizing the relevance of incorporating targeted interventions into medical education for the holistic preparation of future inclusion in the medical curriculum.