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© Proceedings of the Ruhuna Quality Assurance Sessions 2021 (RUQAS 2021)
st
21 September 2021

Table: Methods Used and Findings of the Studies in the Review (n=23)

No Author, Year Study population & Study EI Scale used Outcome Association/Correlation/Influence
& Country Sample size design measurement
Studies focused on medical undergraduates – No association

1 Altwijri et al., 4th-6th year medical Cross- Schutte Self-Report GPA in the most EI showed no correlation with academic success
2021 (Saudi undergraduates sectional Emotional recent examination (p > 0.05)
Arabia) n=296 Intelligence Test

2 Holman et al., 1st year medical Cross- Schutte Self-Report Course performance EI score and academic performance showed no
2016 (New undergraduates (48 sectional Emotional grade correlation (p = 0.31).

Zealand) males) Intelligence Test
3 Humphrey-Murto Two cohorts of medical Longitudinal Mayer-Salovey- Mean written EI scores showed no significant correlations
et al., 2014 undergraduates (n=120 Caruso Emotional examination scores with written examination scores in both groups

(Canada) and 106) followed in Intelligence Test of year 1, 2, 3 (p>0.05)
years 2, 3, and 4

4 Stratton et al., 3 year medical Cross- Trait Meta-Mood Clinical skills EI score and clinical skills were not correlated
rd
2005 (USA) undergraduates of 2 sectional Scale assessed by (p>0.05)
different cohorts standardized patients

n=165 in 12-station OSCE.
5 Austin et al., Medical undergraduates Longitudinal Austin, Saklofske, End-of-year marks of EI score was not associated with end-of-year
2007 (UK) of years 1, 2, and 5 (188
females, 85 males) Huang, and year 1, year 2 and marks for any year (p>0.05)
McKenney scale year 5

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