EMOTIONAL INTELLIGENCE AS A PREDICTOR OF ACADEMIC STRESS AND BURNOUT AMONG MEDICAL STUDENTS

Abstract

Background: Burnout among medical students is an alarming issue worldwide. It can be
manifested as depersonalization, cynicism and reduced personal and professional efficacy.
It contributes in deterioration of quality of life, mood disorders, reduced professionalism,
poorer academic performance and lower empathy and the chances of burnout. The objective
of this study was to examine the roles of emotional intelligence and academic stress in
influencing and developing burnout in undergraduate medical students.
Materials and Methods: This study has a cross-sectional research design. Convenience
sampling was used to recruit 270 medical students from a private medical college. Brief
Emotional Intelligence Scale (BEIS-10), Academic Stress Scale & Burnout Assessment Tool
for Students (BAT-S) were used for data collection. Person correlation analysis, regression
analysis were carried out using SPSS version 25.
Results: Burnout had a significant positive correlation with academic stress (r=0.52, p<.001)
and significantly negatively correlated with emotional intelligence (r=-0.41, p<.001).
Academic stress was negatively correlated to emotional intelligence (r=-0.28, p<.001).
Increased academic stress predicted higher burnout (β = 0.47, p < .001), while increased
emotional intelligence predicted lower burnout (β = –0.33, p < 0.001).
Conclusion: Greater academic stress increases the susceptibility of burnout, but higher
emotional intelligence (EI) decreases its likelihood among medical students. These results
highlight critical need of emotional intelligence training, stress management training and
curricula redesign to promote academic growth and overall well-being of medical students.