Emotional Intelligence Weakly Predicts Academic Success in Medical Programs: A Multilevel Meta-Analysis

Abstract

Abstract Background: Emotional intelligence (EI) is a predictor of academic success in undergraduate Doctor of Medicine (MD) programs. However, although some research suggests a positive association between EI and academic success in MD programs, others report no such association or a negative correlation between these two variables. The current study aimed to resolve these contradictory findings by synthesizing research published between 2005 to 2022 period. Methods: Data were analyzed using a multilevel modeling approach to (a) estimate the overall relationship between EI and academic success in MD programs and (b) determine whether the mean effect size varies by country (United States vs. non-United States countries), age, EI test, EI task nature (ability-based vs. trait-based), EI subscales, and academic performance criteria (grade point average vs. test score). Results: Findings from 20 studies (m = 105; N = 4,227) indicated that, overall, there is a positive correlation between EI and academic success (r = .13, 95% CI [.08, – .27], p < .01). Moderator analyses revealed that the mean effect size significantly varied by EI tests and EI subscales. Moreover, three-level multiple regression analyses showed that between-studies variance explained 29.5% of the variability in the mean effect size, while within -studies variance explained 33.5% of the variability in the mean effect. Conclusions: Emotional intelligence is significantly, albeit weakly, related to academic success in MD programs. It is important to integrate EI-related skills into the MD curriculum or target EI competency through professional development training programs.