Table 1.

Descriptive table of the findings of the study

Author	Population description	Emotional intelligence tool	Outcome variable	Results
Carr [13] (2009)	177 Senior medical students from year 5 and 6 of a 6-year undergraduate curriculum.	MSCEIT	UMAT, interview, and TER scores	No significant correlations were found between EI total or EI branch scores and any of the selection scores (UMAT, TER, and interview)
Chew et al. [14] (2013)	163 Medical students, 84 in the first-year and 79 in the final-year.	MSCEIT	Continuous assessments or final examinations	Students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination.
Doherty et al. [11] (2013)	51 Graduate entry medical students	Emotional Intelligence Inventory and MSCEIT	Clinical competency assessments and bio-medical knowledge based assessments	High self-reported EI was found to be associated with poor performance on clinical competency assessments.
Humphrey-Murto et al. [12] (2014)	All applicants in 2006 and 2007 who were offered an interview at University of Ottawa (105 and 101 respectively) then again at matriculation (130 and 106, respectively).	MSCEIT	Scores on written examination and OSCEs. Also the number of nominations for excellence in clinical performance and failures recorded over the four years.	No significant correlations between MSCEIT scores and written examination scores or number of failures. Only MSCEIT scores at matriculation and OSCE year 4 scores for the 2007 cohort were significantly correlated. Correlations between MSCEIT scores and clinical nominations were low. Only the correlation between MSCEIT scores at matriculation and number of clinical nominations for the 2007 cohort were statistically significant.
Leddy et al. [15] (2011)	University of Ottawa medical school applicants of 2006 (333) and 2007 (326) who qualified for the admission interview.	MSCEIT	Traditional measures such as weighted grade point average, autobiographical sketch scores, and interview scores.	Lack of substantial relationships between EI scores and traditional medical school admission measures.
Librrecht et al. [10] (2014)	367 Undergraduate medical students from a large European university who were followed up consecutively each year for 3 years.	Situational Test of Emotional Understanding and the Situational Test of Emotion Management	Interpersonal academic performance and intellectual academic performance along with tests of cognitive ability.	Positive correlation between EI and interpersonal academic performance. EI was not significantly related to intellectual academic performance.

MSCEIT, Mayer-Salovey-Caruso Emotional Intelligence Test; UMAT, Undergraduate Medicine and Health Sciences Admission; TER, Tertiary Entrance Rank; EI, emotional intelligence; OSCE, objective structured clinical examination.