Emotional intelligence, empathy and their associations among medical undergraduates in Sri Lanka

Abstract

Emotional intelligence (EI) and empathy are essential attributes for medical professionals, playing critical roles in doctor patient communication, teamwork, and resilience. Despite growing global interest, there is limited local data on the levels and inter-relationships of these competencies among Sri Lankan medical undergraduates. This study aimed to assess EI and empathy levels among medical students from selected academic years, and to examine their associations with socio-demographic and behavioural factors. A descriptive cross-sectional study with an analytical component was conducted among 130 medical undergraduates from 3 batches at the Faculty of Medicine, University of Ruhuna. Participants were recruited by stratified sampling and completed an online self-administered questionnaire after giving informed consent electronically. The tool comprised a socio-demographic section, the Quick Emotional Intelligence Self (IRI), both previously validated for South Asian undergraduate populations. Questionnaires were administered in English, the medium of instruction at the faculty. Descriptive statistics were calculated, and associations were tested using chi-square, independent t-tests, and one-way ANOVA. The mean EI (out of 112). Males demonstrated significantly higher EI scores in emotional management (p=0.016) and relationship management (p=0.003), whereas females showed higher total empathy scores (p=0.003). Higher EI scores were associated with satisfaction in studying medicine (p<0.001), engagement in extracurricular activities (p=0.015 for social emotional awareness; p=0.014 for relationship management), and higher income category (p=0.018 for social emotional awareness; p=0.038 for relationship management). Notably, students dissatisfied with studying medicine recorded higher mean empathy scores (p=0.009). EI and empathy were positively correlated. These findings suggest that both EI and empathy are shaped by individual and contextual factors in medical students, underscoring the need to incorporate structured interpersonal competencies and emotional well-being.