ABSTRACT

Emotional intelligence is increasingly recognized as a critical determinant of teaching effectiveness in medical education; however, its neurocognitive foundations remain insufficiently integrated into pedagogical frameworks. This review critically examines the relationship between emotional intelligence and teaching competency, with particular emphasis on underlying neurocognitive mechanisms. A narrative-integrative approach was employed to analyze interdisciplinary literature from medical education, psychology, and cognitive neuroscience, focusing on key conceptual models and empirical evidence. Three major themes emerge: the role of emotional regulation and empathy in enhancing instructional effectiveness; the contribution of executive functions and associated neural networks to adaptive teaching practices; and the influence of emotional intelligence on learner engagement and clinical outcomes. The review also identifies key limitations, including conceptual ambiguity, insufficient neurocognitive operationalization, and the absence of standardized assessment models. This study contributes by advancing an integrated neurocognitive-educational perspective and underscores the need for empirically grounded frameworks to strengthen teaching competency in medical educators. Keywords: Emotional intelligence; Teaching competency; Neurocognition; Medical education; Empathy; Executive function; Educational neuroscience
Publication date: 01/11/2026

https://www.ijbpas.com/pdf/2026/November/MS_IJBPAS_2026_10621.pdf

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https://doi.org/10.31032/IJBPAS/2026/15.11.10621