INTRODUCTION: Dental practice requires not only technical expertise but also well-developed psychosocial skills (PSS), including emotional regulation, communication and empathy. Emotional intelligence (EI) plays a key role in managing complex clinical interactions and supporting both patient outcomes and practitioner well-being. However, EI and PSS remain insufficiently integrated and monitored during dental curricula. PURPOSE: This pilot study aimed to evaluate the feasibility and the short-term effects of an innovative PSS training programme on dental students' EI, with particular focus on self-control, emotionality and sociability dimensions of trait EI. MATERIALS AND METHODS: A quasi-experimental design compared an intervention group (n = 108) and a control group (n = 80) of fourth-year students from two French dental faculties. The intervention consisted of four structured sessions combining theoretical input, role-play simulations and guided reflection supported by a digital tool. EI was assessed before (T1) and after (T2) the programme using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). Quantitative analyses examined within- and between-group changes, complemented by qualitative feedback from participants. RESULTS: Ninety-four students completed both assessments (experimental: n = 74; control: n = 20). No statistically significant changes in global EI or its dimensions were observed between groups. However, descriptive patterns showed divergent trajectories between groups, with stable or slightly higher well-being and self-control scores in the experimental group and a tendency towards lower scores in the control group. Qualitative feedback highlighted increased reflection on communication practices, greater confidence in managing challenging interactions and favourable perceptions of the role-play-based simulation format. CONCLUSION: Although no significant quantitative effects on EI dimensions were detected, this pilot study demonstrates the feasibility of integrating a role-play-based PSS training programme into dental education. These findings support further longitudinal and larger-scale studies using complementary outcome measures and examining sustainability conditions to better capture behavioural and clinical impacts.
Vaillant‐Corroy et al. (Sun,) studied this question.