Systematic Review of Healthcare Curriculum for Training in Emotional Intelligence Within Physicians, Residents, and...

This systematic review for medical professionals aimed to characterize the pleiotropic effects of emotional intelligence (EI) training programs, with an emphasis on the transfer of leadership skills and their impact on the performance of physicians, healthcare organizations, and patient care.

Of 4034 articles, 40 articles were included for the final review, including 26 from the United States, with a total of 2373 participants (1431 medical students, 692 residents, and 250 physicians). All 40 articles (19 on medical students and 21 on residents/physicians) reported using quantitative and/or qualitative methods of assessing EI among the participants with 7 being randomized and 31 considered moderate to strong evidence. Only 2 studies demonstrated the beneficial effect of EI training on patient satisfaction (Kirkpatrick 4C) and 3 studies on organizational benefits (Kirkpatrick 4A); 19 studies demonstrated effects on participant's performance, such as reduction of stress and burnout (Kirkpatrick 4B). Nearly all studies scored 2 or more on the scale for best practices, with 5 studies scoring 6/7. Bar-On Emotional Quotient Inventory (EQ-i 2.0) was the most frequent tool to gauge improvements in participant EI (9 studies); a mean improvement of 4% to 8% in EQ-i 2.0 total score was reported after EI training.

Healthcare institutions and organizations need to incorporate EI training while developing their leadership development programs. EI can be built over time through direct practice and coaching and is important for future initiatives in medical curricula, raising hospital competitiveness, improving hospital disaster resilience outcomes, implementing effective digital healthcare, and addressing socioeconomic and racial health disparities. Several of our findings are supported by moderate to strong evidence, including 7 randomized studies. However, more research is necessary to standardize EI training approaches; EQ-i 2.0 may be preferred in future studies to ensure standardization and comparability of EI assessment between programs.