Emotional Intelligence among Undergraduate Physiotherapy Students at Kathmandu University School of Medical Sciences: A Cross-Sectional Study.

Authors

Deepak Joshi, Smriti Dhakal, Bipin Ghimire

Published in

Journal of Nepal Health Research Council. Volume 24. Issue 1. Pages 13-16. Aug 03, 2026. Epub Aug 03, 2026.

Abstract

Emotional intelligence (EI) is the ability to use emotional awareness to guide thoughts and actions. In students, particularly in medicine and physiotherapy, higher EI enhances academic performance, self-awareness, social connectedness, and the ability to form meaningful patient relationships. Higher EI in healthcare professionals is associated with better clinical performance, empathetic patient care, and greater job satisfaction. This study aimed to determine EI in undergraduate physiotherapy students and identify its association with academic performance and year of study.
A cross-sectional study was conducted at Kathmandu University School of Medical Sciences among undergraduate physiotherapy students. EI was measured using the Schutte Self Report Emotional Intelligence Test. EI scores were categorized as low (33-110), average (111-137), and high (138-165). The Pearson test was used to assess the correlation between EI scores and academic performance, while ANOVA was used to assess the association between EI scores and year of study.
A total of 102 students were included, of which 86% were female. The mean EI score was 125.63 indicating average status. The majority of students (80%) demonstrated average EI, while 15% had high EI, and 5% had low EI. There was no statistically significant relationship of EI with year of study and academic performance.
The findings revealed that most students demonstrated an average level of EI, suggesting that they were reasonably competent in recognizing their own and others' emotions, regulating their emotions, and engaging positively with others. Exploring various factors influencing students' EI presents a promising avenue for future research.

PMID:
42638256
Bibliographic data and abstract were imported from PubMed on 25 Aug 2026.

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