Feeling the Shift: Emotional Intelligence Transformation Through Clinical Internship at Tehran University

Feeling the Shift: Emotional Intelligence Transformation Through Clinical Internship at Tehran University | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Feeling the Shift: Emotional Intelligence Transformation Through Clinical Internship at Tehran University Hadi Fardis, Mahsa Jalilpouraghdam This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7287472/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Emotional intelligence (EI) plays a pivotal role in healthcare professionals’ ability to cope with stress, communicate effectively, and make sound clinical decisions. Medical education increasingly emphasizes the development of non-cognitive competencies, including EI. This study aimed to evaluate the effect of a structured clinical internship on the emotional intelligence of undergraduate medical students. Methods A longitudinal prospective panel study was conducted among 150 fifth-year medical students at Tehran University of Medical Sciences in Iran. Students completed the Bar-On Emotional Quotient Inventory (EQ-i) before and after two semesters of clinical internship. The internship consisted of regular patient interactions across various hospital wards, five days per week over six months. Data were analyzed using paired t-tests and Pearson correlation using SPSS version 10. Results No statistically significant difference was found in the total EI score before and after the internship (P > 0.05). However, a significant increase was observed in intrapersonal relationship components (P < 0.001), while general mood significantly decreased (P < 0.001). A strong positive correlation was found between pre-internship EI and students’ preclinical academic performance (r = 0.77, P < 0.01). A negative correlation was observed between academic GPA and the amount of EI change post-internship (r = -0.29, P < 0.05). Conclusion While clinical internships did not significantly alter the overall emotional intelligence of medical students, specific components such as interpersonal relationships improved, and mood levels declined. These findings suggest a nuanced impact of clinical exposure and highlight the importance of supporting students emotionally during early clinical training. Emotional intelligence clinical internship Bar-On EQ-i medical education medical students Iran 1. Introduction In recent decades, emotional intelligence (EI) has gained recognition as a vital component of professional competence, particularly in high-stress environments such as clinical medicine [ 1 ][ 2 ]. EI encompasses the ability to perceive, understand, and regulate emotions in oneself and others, facilitating interpersonal communication, empathy, and decision-making. The concept of EI was first formally defined by Salovey and Mayer (1990) [ 3 ] and later popularized by Goleman (1995) [ 2 ]. Bar-On's model of EI further elaborates on this construct, framing it as a set of non-cognitive capabilities that enable individuals to cope effectively with environmental demands [ 1 ]. Bar-On's Emotional Quotient Inventory (EQ-i) includes components such as intrapersonal and interpersonal skills, adaptability, stress management, and general mood. In medical education, EI has been linked to clinical performance, patient satisfaction, and reduced burnout [ 5 ][ 7 ]. However, the extent to which EI can be developed during medical training remains underexplored. Some studies suggest that EI is a malleable trait influenced by experiences such as team collaboration and clinical exposure [ 6 ][ 8 ]. This study aims to assess the impact of a structured clinical internship on the emotional intelligence of medical students at Tehran University of Medical Sciences. By measuring EI before and after clinical rotations, we seek to determine whether direct patient interaction fosters meaningful changes in emotional competencies. 2. Methods Study Design: This was a longitudinal prospective panel study conducted during the 2023–2024 academic year at Tehran University of Medical Sciences. The study included medical students entering their first formal clinical exposure through the internship (stajer) phase. Participants: A total of 156 students were initially enrolled. After excluding six participants due to irregular attendance or incomplete data, 150 students (80 females, 70 males) were included in the final analysis. All participants provided informed consent. Ethical approval was obtained from the Tehran university of medical science research ethics committee [approval code :IR.TUMS.MEDICINE.REC.1398.483 ]. Our study adhere to the Declaration of Helsinki. Internship Description: The clinical internship spanned two academic semesters (approximately six months), with students rotating across various hospital wards five days per week. This phase represented the first structured and prolonged exposure to real patients in their medical education. Instrument: Emotional intelligence was measured using the validated Persian version of the Bar-On EQ-i, a 90-item self-report questionnaire covering five main domains: intrapersonal skills, interpersonal skills, adaptability, stress management, and general mood. Each item was scored on a 5-point Likert scale. Data Collection and Analysis: Students completed the EQ-i questionnaire (Bar-on questionnaire) (9) at the beginning and end of their internship. Data were analyzed using SPSS version 10. Paired t-tests were used to assess changes in EI scores, and Pearson correlation was applied to examine relationships between EI and academic variables such as basic science GPA. 3. Results Out of 156 students initially enrolled, six were excluded due to irregular attendance, leaving a final sample of 150 participants (80 female, 70 male). The mean age was 21.8 years. The average GPA in basic sciences was 16.39 (SD = 0.62). Overall Emotional Intelligence: The total EI score increased slightly from a pre-internship mean of 300.41 (SD = 19.55) to 306.98 (SD = 28.48), but this difference was not statistically significant (P = 0.06). Subscales: Intrapersonal relationships showed a significant improvement (from 96.06 ± 6.91 to 103.8 ± 10.61, P < 0.001). General mood significantly declined (from 40.29 ± 5.13 to 37.14 ± 6.10, P 0.05 for each). Correlations: Pre-internship EI scores were significantly positively correlated with basic science GPA (r = 0.77, P < 0.01). A negative correlation was observed between GPA and the magnitude of EI change post-internship (r = − 0.29, P = 0.012). No significant differences in EI scores were found based on gender or housing status (dormitory vs. off-campus living). 4. Discussion These findings align with prior research suggesting that clinical exposure helps develop certain EI traits, such as self-awareness and empathy, through direct patient interaction [ 5 ]. However, the observed decrease in general mood may reflect the emotional burden and stress students experience during initial clinical work. High expectations, time pressures, and exposure to patient suffering can contribute to emotional fatigue [ 8 ]. The strong positive correlation between basic science GPA and initial EI levels also suggests that academically stronger students may possess better emotional regulation skills prior to clinical work [ 6 ]. Interestingly, students with lower GPAs exhibited greater improvements in EI, possibly due to having more room for emotional growth during the internship. Our results support the idea that emotional intelligence is not fixed and can evolve with structured, experiential learning [ 4 ]. However, the limited change in total EI highlights the need for intentional integration of emotional skills training into clinical curricula. 5. Conclusion Although total emotional intelligence scores did not significantly increase, clinical internships contributed to the enhancement of intrapersonal competencies and a decline in general mood among medical students. These results underscore the importance of emotional support and structured EI development programs alongside clinical training to ensure a balanced and psychologically resilient medical workforce. Abbreviations (EI) Emotional intelligence (EQ-i) Emotional Quotient Inventory Declarations Ethics approval and consent to participate: Ethical approval was obtained from the Tehran university of medical science research ethics committee [approval code :IR.TUMS.MEDICINE.REC.1398.483 ]. Consent for publication: “Not applicable” Funding: “No funding” Author Contribution "The original idea was conceived by Mahsa Jalilporaghdam, and the data was gathered by Hadi Fardis. The main manuscript was written jointly by both authors and reviewed separately by each." Acknowledgments: The author thanks the participating students of Tehran University of Medical Sciences. Conflict of Interest The author declares no conflict of interest. Data Availability all data of research is available. References Bar-On R. The Bar-On Emotional Quotient Inventory (EQ-i): Technical manual. Multi-Health Systems; 1997. Goleman D. Emotional intelligence. New York: Bantam Books; 1995. Salovey P, Mayer JD. Emotional intelligence. Imagination Cognition Personality. 1990;9(3):185–211. Mayer JD, Salovey P, Caruso DR. Models of emotional intelligence. In: Sternberg RJ, editor. Handbook of Intelligence. Cambridge University Press; 2000. Bowen JL, et al. Enhancing emotional intelligence in medical education: the role of clinical training. Med Educ. 2013;47(3):243–53. Gorgich EA, et al. The relationship between clinical competency and emotional intelligence among Iranian nurses. J Educ Health Promot. 2016;5:45. Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002;287(2):226–35. Zeidner M, Matthews G, Roberts RD. Emotional intelligence in the workplace: A critical review. Appl Psychol. 2004;53(3):371–99. https://www.eiconsortium.org/pdf/baron_model_of_emotional_social_intelligence.pdf Additional Declarations No competing interests reported. Supplementary Files Table.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7287472","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":546108684,"identity":"acca933c-ee93-4c21-92d5-567f7a5c545f","order_by":0,"name":"Hadi 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Introduction","content":"\u003cp\u003eIn recent decades, emotional intelligence (EI) has gained recognition as a vital component of professional competence, particularly in high-stress environments such as clinical medicine [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e][\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. EI encompasses the ability to perceive, understand, and regulate emotions in oneself and others, facilitating interpersonal communication, empathy, and decision-making.\u003c/p\u003e\u003cp\u003eThe concept of EI was first formally defined by Salovey and Mayer (1990) [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] and later popularized by Goleman (1995) [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Bar-On's model of EI further elaborates on this construct, framing it as a set of non-cognitive capabilities that enable individuals to cope effectively with environmental demands [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Bar-On's Emotional Quotient Inventory (EQ-i) includes components such as intrapersonal and interpersonal skills, adaptability, stress management, and general mood.\u003c/p\u003e\u003cp\u003eIn medical education, EI has been linked to clinical performance, patient satisfaction, and reduced burnout [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e][\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. However, the extent to which EI can be developed during medical training remains underexplored. Some studies suggest that EI is a malleable trait influenced by experiences such as team collaboration and clinical exposure [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e][\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThis study aims to assess the impact of a structured clinical internship on the emotional intelligence of medical students at Tehran University of Medical Sciences. By measuring EI before and after clinical rotations, we seek to determine whether direct patient interaction fosters meaningful changes in emotional competencies.\u003c/p\u003e"},{"header":"2. Methods","content":"\u003cp\u003eStudy Design:\u003c/p\u003e\u003cp\u003eThis was a longitudinal prospective panel study conducted during the 2023\u0026ndash;2024 academic year at Tehran University of Medical Sciences. The study included medical students entering their first formal clinical exposure through the internship (stajer) phase.\u003c/p\u003e\u003cp\u003eParticipants:\u003c/p\u003e\u003cp\u003eA total of 156 students were initially enrolled. After excluding six participants due to irregular attendance or incomplete data, 150 students (80 females, 70 males) were included in the final analysis. All participants provided informed consent. Ethical approval was obtained from the Tehran university of medical science research ethics committee [approval code :IR.TUMS.MEDICINE.REC.1398.483 ].\u003c/p\u003e\u003cp\u003e Our study adhere to the Declaration of Helsinki.\u003c/p\u003e\u003cp\u003eInternship Description:\u003c/p\u003e\u003cp\u003eThe clinical internship spanned two academic semesters (approximately six months), with students rotating across various hospital wards five days per week. This phase represented the first structured and prolonged exposure to real patients in their medical education.\u003c/p\u003e\u003cp\u003eInstrument:\u003c/p\u003e\u003cp\u003eEmotional intelligence was measured using the validated Persian version of the Bar-On EQ-i, a 90-item self-report questionnaire covering five main domains: intrapersonal skills, interpersonal skills, adaptability, stress management, and general mood. Each item was scored on a 5-point Likert scale.\u003c/p\u003e\u003cp\u003eData Collection and Analysis:\u003c/p\u003e\u003cp\u003eStudents completed the EQ-i questionnaire (Bar-on questionnaire) (9) at the beginning and end of their internship. Data were analyzed using SPSS version 10. Paired t-tests were used to assess changes in EI scores, and Pearson correlation was applied to examine relationships between EI and academic variables such as basic science GPA.\u003c/p\u003e"},{"header":"3. Results","content":"\u003cp\u003eOut of 156 students initially enrolled, six were excluded due to irregular attendance, leaving a final sample of 150 participants (80 female, 70 male). The mean age was 21.8 years. The average GPA in basic sciences was 16.39 (SD\u0026thinsp;=\u0026thinsp;0.62).\u003c/p\u003e\u003cp\u003eOverall Emotional Intelligence:\u003c/p\u003e\u003cp\u003eThe total EI score increased slightly from a pre-internship mean of 300.41 (SD\u0026thinsp;=\u0026thinsp;19.55) to 306.98 (SD\u0026thinsp;=\u0026thinsp;28.48), but this difference was not statistically significant (P\u0026thinsp;=\u0026thinsp;0.06).\u003c/p\u003e\u003cp\u003eSubscales:\u003c/p\u003e\u003cp\u003eIntrapersonal relationships showed a significant improvement (from 96.06\u0026thinsp;\u0026plusmn;\u0026thinsp;6.91 to 103.8\u0026thinsp;\u0026plusmn;\u0026thinsp;10.61, P\u0026thinsp;\u0026lt;\u0026thinsp;0.001). General mood significantly declined (from 40.29\u0026thinsp;\u0026plusmn;\u0026thinsp;5.13 to 37.14\u0026thinsp;\u0026plusmn;\u0026thinsp;6.10, P\u0026thinsp;\u0026lt;\u0026thinsp;0.001). No significant changes were observed in interpersonal skills, adaptability, or stress management (P\u0026thinsp;\u0026gt;\u0026thinsp;0.05 for each).\u003c/p\u003e\u003cp\u003eCorrelations:\u003c/p\u003e\u003cp\u003ePre-internship EI scores were significantly positively correlated with basic science GPA (r\u0026thinsp;=\u0026thinsp;0.77, P\u0026thinsp;\u0026lt;\u0026thinsp;0.01). A negative correlation was observed between GPA and the magnitude of EI change post-internship (r = \u0026minus;\u0026thinsp;0.29, P\u0026thinsp;=\u0026thinsp;0.012). No significant differences in EI scores were found based on gender or housing status (dormitory vs. off-campus living).\u003c/p\u003e"},{"header":"4. Discussion","content":"\u003cp\u003eThese findings align with prior research suggesting that clinical exposure helps develop certain EI traits, such as self-awareness and empathy, through direct patient interaction [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. However, the observed decrease in general mood may reflect the emotional burden and stress students experience during initial clinical work. High expectations, time pressures, and exposure to patient suffering can contribute to emotional fatigue [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe strong positive correlation between basic science GPA and initial EI levels also suggests that academically stronger students may possess better emotional regulation skills prior to clinical work [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Interestingly, students with lower GPAs exhibited greater improvements in EI, possibly due to having more room for emotional growth during the internship.\u003c/p\u003e\u003cp\u003eOur results support the idea that emotional intelligence is not fixed and can evolve with structured, experiential learning [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. However, the limited change in total EI highlights the need for intentional integration of emotional skills training into clinical curricula.\u003c/p\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eAlthough total emotional intelligence scores did not significantly increase, clinical internships contributed to the enhancement of intrapersonal competencies and a decline in general mood among medical students. These results underscore the importance of emotional support and structured EI development programs alongside clinical training to ensure a balanced and psychologically resilient medical workforce.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e(EI)\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eEmotional intelligence\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e(EQ-i)\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eEmotional Quotient Inventory\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003ch2\u003eEthics approval and consent to participate:\u003c/h2\u003e\u003cp\u003eEthical approval was obtained from the Tehran university of medical science research ethics committee [approval code :IR.TUMS.MEDICINE.REC.1398.483 ].\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003ch2\u003eConsent for publication:\u003c/h2\u003e\u003cp\u003e\u0026ldquo;Not applicable\u0026rdquo;\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eFunding:\u003c/h2\u003e\u003cp\u003e\u0026ldquo;No funding\u0026rdquo;\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003e\"The original idea was conceived by Mahsa Jalilporaghdam, and the data was gathered by Hadi Fardis. The main manuscript was written jointly by both authors and reviewed separately by each.\"\u003c/p\u003e\u003ch2\u003eAcknowledgments:\u003c/h2\u003e\u003cp\u003e The author thanks the participating students of Tehran University of Medical Sciences.\u003c/p\u003e\u003cp\u003eConflict of Interest\u003c/p\u003e\u003cp\u003eThe author declares no conflict of interest.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eall data of research is available.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBar-On R. The Bar-On Emotional Quotient Inventory (EQ-i): Technical manual. Multi-Health Systems; 1997.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGoleman D. Emotional intelligence. New York: Bantam Books; 1995.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSalovey P, Mayer JD. Emotional intelligence. Imagination Cognition Personality. 1990;9(3):185\u0026ndash;211.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMayer JD, Salovey P, Caruso DR. Models of emotional intelligence. In: Sternberg RJ, editor. Handbook of Intelligence. Cambridge University Press; 2000.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBowen JL, et al. Enhancing emotional intelligence in medical education: the role of clinical training. Med Educ. 2013;47(3):243\u0026ndash;53.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGorgich EA, et al. The relationship between clinical competency and emotional intelligence among Iranian nurses. J Educ Health Promot. 2016;5:45.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eEpstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002;287(2):226\u0026ndash;35.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eZeidner M, Matthews G, Roberts RD. Emotional intelligence in the workplace: A critical review. Appl Psychol. 2004;53(3):371\u0026ndash;99.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.eiconsortium.org/pdf/baron_model_of_emotional_social_intelligence.pdf\u003c/span\u003e\u003cspan address=\"https://www.eiconsortium.org/pdf/baron_model_of_emotional_social_intelligence.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Emotional intelligence, clinical internship, Bar-On EQ-i, medical education, medical students, Iran","lastPublishedDoi":"10.21203/rs.3.rs-7287472/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7287472/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cb\u003eBackground\u003c/b\u003e\u003c/p\u003e\u003cp\u003eEmotional intelligence (EI) plays a pivotal role in healthcare professionals\u0026rsquo; ability to cope with stress, communicate effectively, and make sound clinical decisions. Medical education increasingly emphasizes the development of non-cognitive competencies, including EI. This study aimed to evaluate the effect of a structured clinical internship on the emotional intelligence of undergraduate medical students.\u003c/p\u003e\u003cp\u003e\u003cb\u003eMethods\u003c/b\u003e\u003c/p\u003e\u003cp\u003eA longitudinal prospective panel study was conducted among 150 fifth-year medical students at Tehran University of Medical Sciences in Iran. Students completed the Bar-On Emotional Quotient Inventory (EQ-i) before and after two semesters of clinical internship. The internship consisted of regular patient interactions across various hospital wards, five days per week over six months. Data were analyzed using paired t-tests and Pearson correlation using SPSS version 10.\u003c/p\u003e\u003cp\u003e\u003cb\u003eResults\u003c/b\u003e\u003c/p\u003e\u003cp\u003eNo statistically significant difference was found in the total EI score before and after the internship (P\u0026thinsp;\u0026gt;\u0026thinsp;0.05). However, a significant increase was observed in intrapersonal relationship components (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001), while general mood significantly decreased (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001). A strong positive correlation was found between pre-internship EI and students\u0026rsquo; preclinical academic performance (r\u0026thinsp;=\u0026thinsp;0.77, P\u0026thinsp;\u0026lt;\u0026thinsp;0.01). A negative correlation was observed between academic GPA and the amount of EI change post-internship (r = -0.29, P\u0026thinsp;\u0026lt;\u0026thinsp;0.05).\u003c/p\u003e\u003cp\u003e\u003cb\u003eConclusion\u003c/b\u003e\u003c/p\u003e\u003cp\u003eWhile clinical internships did not significantly alter the overall emotional intelligence of medical students, specific components such as interpersonal relationships improved, and mood levels declined. These findings suggest a nuanced impact of clinical exposure and highlight the importance of supporting students emotionally during early clinical training.\u003c/p\u003e","manuscriptTitle":"Feeling the Shift: Emotional Intelligence Transformation Through Clinical Internship at Tehran University","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-18 10:17:16","doi":"10.21203/rs.3.rs-7287472/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"b03e81cf-c625-4e5e-8bd0-b310de83fae2","owner":[],"postedDate":"November 18th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-01-19T20:41:17+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-18 10:17:16","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7287472","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7287472","identity":"rs-7287472","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}