Background: Current research in medical education is increasingly exploring the relevance of emotional intelligence (EI) in the successful performance of health-care people. As assessments of core domains are markers of actual performance of the student when he or she is not observed, this systematic review was aimed to answer the question "what is the influence of EI on objective parameters of academic performance in undergraduate medical, dental, and nursing students aged 18-30 years?"
Methods: Databases were systematically searched for empirical studies which measured EI of medical, nursing, or dental undergraduate students and compared it with academic performance during graduation years from January 1, 2000, to August 30, 2016. Quality appraisal and data abstraction was done by two independent authors.
Results: Six hundred and twenty-three articles were retrieved from systematic search. Of these, 25 articles were selected. Quality appraisal further led to exclusion of two studies which did not meet ethical criterion. Medical undergraduates were included in 12, dental in 4, and nursing in 7 studies. Four studies examined the relationship of EI with clinical skills, 8 with communication skills, and 18 with overall academic performance.
Discussion: The findings of review show that EI has a greater role in academic success of clinical year medical and dental students. Although the review has addressed different rungs of the health-care profession separately, it preludes that better EI skills of health-care team will have a holistic impact on health-care improvement.
Keywords: Dental; emotional intelligence; interprofessional education; medical; nursing; systematic review.