Emotional intelligence evaluation tools used in allied health students: A scoping review

Abstract

IntroductionEmotional intelligence (EI) is described as the ability to recognise and understand one's own emotions and the emotions of others, and empathically manage emotional responses. While historically not emphasised in undergraduate allied health sciences training, it is increasingly considered an essential graduate trait. This scoping review synthesises existing research on EI outcomes, specifically in undergraduate allied health professions students.MethodFour databases were searched in February 2024 using keywords relating to EI and empathy to identify studies published in English from 1990. Eligible studies needed to include assessment and reported outcomes using validated EI tools in health professions students.ResultsA total of 163 papers met the inclusion criteria. Many studies employed a cross‐sectional design (n = 115). Most studies (n = 135) focused on undergraduate students studying medicine (n = 62), nursing (n = 80) and dentistry (n = 13), with some studies (n = 21) evaluating more than one discipline. Many studies investigated one discipline only (n = 64 for nursing, n = 50 for medicine) using no comparator undergraduate degree. The most common EI models evaluated from this review were ability‐based (n = 77), followed by trait‐based models (n = 36) and mixed social–emotional competence (n = 35). Ability model evaluations of EI most commonly utilised the Schutte Self‐Report Emotional Intelligence Test (SSEIT) (n = 44) and the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) (n = 24).ConclusionResearch on EI among undergraduate allied health fields is limited. Existing literature reveals there is some consensus on the importance of EI in healthcare education, but there is considerable variability in how EI is measured. Studies suggest higher levels of EI may correlate with improved student professional skill development in clinical reasoning, empathy and stress management.