EMOTIONAL INTELLIGENCE AND ACADEMIC SUCCESS IN A HIGHER MEDICAL INSTITUTION: DEVELOPMENT FACTORS AND INTERACTIONS

Abstract

Abstract. In the context of ongoing reforms in higher medical education, the development of supra-professional competencies of future physicians is becoming increasingly relevant, with emotional intelligence playing a dominant role among them. Emotional intelligence determines students’ ability to engage in effective interpersonal interaction, maintain self- regulation under conditions of high psycho-emotional load, clinical uncertainty, and responsibility for patients’ life and health. An analysis of scientific publications over the past decade demonstrates a sustained research interest in the impact of emotional intelligence on the academic performance of medical students; however, domestic studies in this field remain fragmented. The aim of this study was to analyze the influence of the level of emotional intelligence on academic achievement of students in a higher medical education institution based on the results of an anonymous survey of students of Ivano-Frankivsk National Medical University. The study involved 435 students of the 4th–6th academic years, representing 69.27% of the total number invited to participate. The level of emotional intelligence was assessed using a brief 10-item questionnaire covering key components such as self-awareness, recognition of others’ emotions, self-regulation, empathy, and social skills. Statistical analysis was performed using descriptive statistics and Pearson’s chi-square (χ²) test with a significance level of 0.05. The results showed that the mean total score of emotional intelligence among IFNMU students was 68.35±11.79 out of a maximum possible 90 points, corresponding to a satisfactory level. A statistically significant association was identified between the level of emotional intelligence and students’ academic performance, as well as the influence of gender, with higher indicators observed among female students. The most developed components were awareness of one’s own emotions and empathy, whereas emotional self-regulation, expression of personal feelings, and the ability to support others in stressful situations demonstrated comparatively lower levels. The obtained findings confirm the feasibility of targeted development of emotional intelligence within the framework of continuous medical education and may be used to optimize educational and methodological materials and to implement educational interventions aimed at improving academic performance and professional readiness of future physicians.