Application of Emotional Intelligence in Surgical Education: A Scoping Review.

Background: Emotional Intelligence (EI) encompasses the ability to perceive, understand, and manage emotions and is increasingly recognized as a vital nontechnical (soft) skill within surgical education. Its relevance extends to stress management, leadership, and communication, essential traits in high-stakes surgical environments. Despite its theoretical importance, EI has yet to be adequately embedded into structured surgical training curricula. This scoping review aims to summarize key findings, examine the tools used, identify gaps in the literature, and highlight future research opportunities in the application of EI in surgical education.

Methods: A scoping review was conducted using the Joanna Briggs Institute framework and PRISMA-ScR guidelines. Five databases-MEDLINE, Embase, Scopus, PsycINFO, and Web of Science-were systematically searched for studies published between 1990 and 2024. Eligible studies focused on EI in surgical trainees (residents, interns, fellows, and medical students in surgical contexts), specifically excluding practicing surgeons, to emphasize the educational aspect of EI. Data extraction included study design, EI measurement tools, outcome measures, and academic application. The methodological quality of the selected studies was assessed using the Medical Education Research Study Quality Instrument.

Results: Out of 4336 records, 25 studies were included, with 22 involving surgical trainees and 3 focusing on medical students in surgical contexts. Most studies were cross-sectional (n = 14), followed by longitudinal (n = 4), quasi-experimental (n = 4), and one each using descriptive, correlational, and mixed-methods designs. The most used EI assessment was the Trait Emotional Intelligence Questionnaire-TEIQue (n = 15), followed by the Mayer-Salovey-Caruso Emotional Intelligence Test-MSCEIT (n = 4), Emotional Quotient Inventory-EQ-i (n = 3), and other tools (n = 3). EI was linked to reduced burnout, greater stress resilience, and improved communication (n = 18), while 7 studies found minimal association. Few studies explored patient outcomes (n = 2), cultural (n = 1), or interprofessional (n = 1) aspects. Simulation-based training (n = 1) and reflective exercises (n = 1) showed promise for EI development.

Conclusions: EI enhances the well-being, communication proficiency, and leadership capacity of surgical trainees. However, its integration is hindered by methodological inconsistencies and contextual heterogeneity within surgical education. Key gaps include the lack of standardized assessment tools, limited longitudinal research, and insufficient alignment with competency-based frameworks. Advancing EI application requires the adoption of innovative, evidence-informed pedagogical approaches to cultivate emotionally resilient surgeons prepared for the future.