Emotional Intelligence Among Undergraduate Physiotherapy Students: A Cross-Sectional Study

Abstract

Background: Emotional intelligence (EI) is a multidimensional construct that involves the ability to perceive, interpret, and manage emotional information effectively. It includes recognizing one’s own emotions as well as those of others, differentiating between them, and using this awareness to guide thinking and behavior. In physiotherapy practice, emotional competencies are essential for establishing effective patient–therapist relationships and delivering high-quality care. This study aimed to evaluate the level of emotional intelligence among physiotherapy students. Methods: A cross-sectional study was conducted among 122 undergraduate physiotherapy students, comprising 60 preclinical students (first and second year) and 62 clinical students (third and final year). Emotional intelligence was measured using the Schutte Emotional Intelligence Scale, a validated 33-item self-report instrument. Results: Among the 122 participants, 60 (49.18%) were in the preclinical group and 62 (50.82%) were in the clinical group. The mean age of preclinical students was 19.47 ± 0.85 years, while that of clinical students was 21.48 ± 1.21 years. Analysis using an unpaired t-test revealed a statistically significant difference in total emotional intelligence scores between the two groups (p = 0.01), with clinical students demonstrating higher scores. Conclusion: The findings indicate that emotional intelligence is higher among clinical physiotherapy students compared to preclinical students. These results highlight the importance of integrating emotional skill development, alongside academic knowledge and ethical training, to prepare students as competent and well-rounded healthcare professionals. Keywords: Empathy, emotional intelligence, physiotherapy, student.