Emotional intelligence (EI) plays an important role in medical students’ academic and professional development, as it influences communication, empathy, and stress management. This study aimed to assess EI levels among Lebanese medical students enrolled in universities adopting the European teaching system and to identify factors associated with EI levels. This cross-sectional study was conducted among Lebanese medical students from Beirut Arab University, Lebanese University, and Saint Joseph University. Data were collected using an online questionnaire distributed through a snowball sampling technique. The questionnaire included sociodemographic and lifestyle characteristics, the Schutte Self-Report Emotional Intelligence Test (SSEIT), and the Perceived Stress Scale (PSS). Statistical analyses were performed using SPSS, and a p-value < 0.05 was considered statistically significant. A total of 416 medical students were included in the final analysis. The mean EI score was 123.4 (SD = 17.76). Overall, 68.0% of participants had average EI scores, 16.3% had unusually high EI scores, and 15.6% had unusually low EI scores. Higher EI was significantly associated with lower perceived stress, happiness, dog ownership, alcohol consumption, academic year, governorate, and self-pride. In addition, participants who were motivated, happy, proud of themselves, and had friendships lasting more than four years reported lower stress levels. Most Lebanese medical students demonstrated average EI levels. Lower stress and positive psychosocial characteristics were associated with higher EI. These findings highlight the importance of promoting emotional well-being and stress management strategies during medical education to support students’ personal and professional development.
Sayed et al. (2026) studied this question.