THE ROLE OF EMOTIONAL INTELLIGENCE IN TEACHING CLINICAL DISCIPLINES: EXPERIENCE OF THE DEPARTMENT OF FAMILY MEDICINE, GENERAL PRACTICE AND POLYCLINIC THERAPY OF ODESA NATIONAL MEDICAL UNIVERSITY
DOI:
https://doi.org/10.11603/m.2414-5998.2026.2.16441Keywords:
emotional intelligence; medical education; clinical disciplines; communication skills; empathy; self-regulation; professional training of physicians; educational processAbstract
In modern medical education, increasing attention is paid not only to clinical knowledge and technical skills but also to the development of emotional competencies of future physicians. Emotional intelligence is considered a crucial factor for effective communication, professional interaction, trust building, and the implementation of patient-centered care. Teachers of clinical disciplines play a key role in shaping these qualities, as they create the emotional climate of the learning environment and serve as professional role models for students.
The aim of the study was to determine the impact of the systematic integration of emotional intelligence development elements into the educational process of senior medical students on the quality of mastering clinical disciplines, psychological comfort during classes, and the formation of communication and self-regulation skills.
The study was conducted at the Department of Family Medicine, General Practice and Polyclinic Therapy of Odesa National Medical University among sixth-year students during the course “General Practice (Family Medicine).” A total of 75 students participated and were divided into a traditional teaching group and an emotional-intelligence-focused group. The intervention included role-playing, simulation of clinical scenarios, motivational interviewing, and structured reflection at the end of each class.
Effectiveness was evaluated through a comparative analysis of teacher observations and anonymous student questionnaires. Increased student engagement, improved teamwork, and better development of empathetic listening and emotional self-regulation were observed in the EI-focused group. Students in this group also reported higher levels of psychological comfort and satisfaction with the learning process.
The findings indicate that incorporating emotional intelligence development into clinical training contributes to the formation of professionally significant qualities in future physicians and may serve as a promising direction for improving medical education.
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