Emotional intelligence development in medical education: A scoping review of educational interventions.
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| Title: | Emotional intelligence development in medical education: A scoping review of educational interventions. |
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| Authors: | Iammeechai, Wuttipat1,2 (AUTHOR) wiammeechai@mghihp.edu, Srikulmontri, Thitiphan3 (AUTHOR), White, Bobbie Ann Adair1 (AUTHOR) |
| Source: | Medical Teacher. Aug2026, Vol. 48 Issue 8, p1404-1417. 14p. |
| Abstract: | Introduction: Emotional intelligence (EI) is an essential competency for physicians. Medical educators seek educational interventions to cultivate EI in their learners. This scoping review aimed to conceptualize current knowledge about educational interventions for developing EI in medical education. Methods: This study adopted the first five stages of Levac et al.'s scoping review framework, which builds on Arksey and O'Malley's scoping review methodology. The authors accessed three databases—PubMed, CINAHL, and PsycINFO—to review the literature from 2014 to February 2025. Two authors (WI and TS) independently screened the literature for eligibility. A third author (BAAW) resolved any discrepancies. Two authors (WI and BAAW) charted the eligible articles. Results: Of the 638 studies, 64 were eligible. Approximately one-third of eligible studies focused on interventions for medical students. Stress management, leadership, communication, and professionalism were key topics integrated into EI development interventions. Various methods were employed, such as small-group discussions, case-based discussions, and simulations. Most studies used self-rating questionnaires as assessment tools. Half of the studies (56.25%) reported positive impacts from their interventions. Discussion: The findings could serve as a guide for educators and researchers seeking to implement or study such interventions. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195835487 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Emotional intelligence development in medical education: A scoping review of educational interventions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Iammeechai%2C+Wuttipat%22">Iammeechai, Wuttipat</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> wiammeechai@mghihp.edu</i><br /><searchLink fieldCode="AR" term="%22Srikulmontri%2C+Thitiphan%22">Srikulmontri, Thitiphan</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22White%2C+Bobbie+Ann+Adair%22">White, Bobbie Ann Adair</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Aug2026, Vol. 48 Issue 8, p1404-1417. 14p. – Name: Abstract Label: Abstract Group: Ab Data: Introduction: Emotional intelligence (EI) is an essential competency for physicians. Medical educators seek educational interventions to cultivate EI in their learners. This scoping review aimed to conceptualize current knowledge about educational interventions for developing EI in medical education. Methods: This study adopted the first five stages of Levac et al.'s scoping review framework, which builds on Arksey and O'Malley's scoping review methodology. The authors accessed three databases—PubMed, CINAHL, and PsycINFO—to review the literature from 2014 to February 2025. Two authors (WI and TS) independently screened the literature for eligibility. A third author (BAAW) resolved any discrepancies. Two authors (WI and BAAW) charted the eligible articles. Results: Of the 638 studies, 64 were eligible. Approximately one-third of eligible studies focused on interventions for medical students. Stress management, leadership, communication, and professionalism were key topics integrated into EI development interventions. Various methods were employed, such as small-group discussions, case-based discussions, and simulations. Most studies used self-rating questionnaires as assessment tools. Half of the studies (56.25%) reported positive impacts from their interventions. Discussion: The findings could serve as a guide for educators and researchers seeking to implement or study such interventions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195835487 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0142159X.2026.2621214 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1404 Titles: – TitleFull: Emotional intelligence development in medical education: A scoping review of educational interventions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Iammeechai, Wuttipat – PersonEntity: Name: NameFull: Srikulmontri, Thitiphan – PersonEntity: Name: NameFull: White, Bobbie Ann Adair IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 48 – Type: issue Value: 8 Titles: – TitleFull: Medical Teacher Type: main |
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