Worldwide, healthcare systems and providers are encouraged to implement patient-centered interventions that address the diverse needs of patients. Achieving this approach requires healthcare professionals to be attentive, empathetic, and compassionate. Consequently, it is essential for healthcare providers to manage their own emotions effectively while understanding the feelings and motivations of others. This study aimed to evaluate the emotional intelligence of students enrolled in health sciences programs at Kuwait University. This cross-sectional study utilized a self-administered questionnaire based on Daniel Goleman’s emotional intelligence framework. The survey measured five key components of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills. Data were analyzed using descriptive and inferential statistical methods with SPSS.
A total of 393 students completed the questionnaire. The highest emotional intelligence scores were reported among fifth-year students. No significant differences were observed between male and female students across most emotional intelligence components, except for motivation (p = 0.048). Additionally, overall emotional intelligence scores did not significantly differ by gender. Students who had selected their faculty as their first-choice program demonstrated significantly higher empathy scores compared to those who had not (p = 0.037). Among the five components of emotional intelligence, self-awareness, motivation, and empathy were identified as strengths for most students, whereas social skills were highlighted as an area needing improvement. Significant positive correlations were observed among all five emotional intelligence components (p < 0.001). This study revealed that certain components of emotional intelligence among health sciences students need further enhancement. The findings support the inclusion of structured emotional intelligence development programs within the curriculum, particularly those that cultivate communication and interpersonal abilities. Strengthening these skills can better prepare students to meet the emotional and relational demands of future healthcare practice.
