en Multidisciplinary Orginal research <div style="text-align: justify;"><span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:14px;"><span style="color:#2980b9;"><strong><span style="background:white">Background:</span></strong></span>&nbsp;Emotional intelligence (EI) plays a pivotal role in clinical education by enhancing learners&rsquo; adaptation to the clinical setting, improving communication and interpersonal interactions, and ultimately contributing to successful learning outcomes in clinical practice.<br> <strong><span style="background:white"><span style="color:#2980b9;">Objectives:</span><span style="color:#0f1115"> </span></span></strong>The objective of this study was to compare EI levels between medical and nursing students in the clinical training phase of their education.<br> <span style="color:#2980b9;"><strong><span style="background:white">Methods:</span></strong></span>&nbsp;This descriptive cross-sectional study was conducted in the first semester of the 1402&ndash;1403 academic year at Bushehr University of Medical Sciences. The study population included 87 students undergoing clinical training, comprising 59 medical students and 28 nursing students, who were selected by census sampling. Data were collected using the Crowne EI Questionnaire, a 25-item instrument that assesses five domains. Items were scored on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The total score of the questionnaire ranges from 25 to 125. <span style="background:white"><span style="color:#0f1115">Data analysis was performed using SPSS version 20.</span></span><br> <span style="color:#2980b9;"><strong><span style="background:white">Results:</span></strong></span><span style="background:white"><span style="color:#0f1115">&nbsp;The mean EI score was 87.9 (14.57) among medical students and 81.02 (8.36) among nursing students. A statistically significant difference was found in overall </span></span>EI<span style="background:white"><span style="color:#0f1115"> between the two groups (t = 2.18, <i>p</i> = 0.03, <i>d </i>= 0.53). Moreover, demographic variables showed no significant association with EI scores in either group.</span></span><br> <span style="color:#2980b9;"><b><span style="background:white">Conclusion</span></b></span><span style="background:white"><span style="color:#2980b9;">: </span><span style="color:#0f1115">Although both groups showed relatively good EI levels, targeted interventions are needed to maintain and enhance EI. These findings may inform curriculum revisions and support the integration of structured EI training into undergraduate programs.</span></span></span></span></span><br> &nbsp;</div> Nursing Student, Medical Student, Clinical Training 0 0 http://nmcjournal.zums.ac.ir/browse.php?a_code=A-10-35-3&slc_lang=en&sid=1 Azadeh Azemian a.azemiyan@bpums.ac.ir 100319475328460015595 100319475328460015595 No Department of Medical Education, Education Development Center, Faculty of Medical Sciences, Bushehr University of Medical Sciences, Bushehr, Iran. Somieh Ebneroomi ebneroomisomieh@gmail.com 100319475328460015596 100319475328460015596 No Department of Medical Education, Education Development Center, Faculty of Medical Sciences, Bushehr University of Medical Sciences, Bushehr, Iran. Nazani Jafari nazijaf960@gmail.com 100319475328460015597 100319475328460015597 No Dental School, Medical Student, Bushehr University of Medical Sciences, Bushehr, Iran. Mojghan Mokhtari Zanjani mokhtari@zums.ac.ir 100319475328460015598 100319475328460015598 Yes Department of Midwifery, Faculty of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran.