Moments That Matter: A Prospective Mixed-Methods Study Integrating Emotional Intelligence Opportunistically Into Everyday Surgery Education

OBJECTIVE: To evaluate the feasibility and short-term impact of integrating emotional intelligence (EI) teaching within routine surgical training activities, including grand rounds, simulation, and operating lists. DESIGN: Prospective mixed-methods study. SETTING: Single tertiary teaching hospital. PARTICIPANTS: Fifteen surgical registrars at Concord Repatriation General Hospital, Sydney, Australia. RESULTS: Self-reported EI knowledge increased from 3.4 to 6.8 and application from 4.4 to 7.4 on a 10-point Likert scale (both p < 0.0001). MSCEIT v2 scores increased modestly by 3.4 points (p = 0.46) from a high baseline, with the largest improvements observed in the Understanding and Managing Emotions branches. Thematic analysis of post-intervention interviews identified 4 stages of learning: progression from implicit awareness to explicit understanding, conscious behavioral regulation ("pause before response"), empathy and perspective-taking, and reframing EI as a part of a surgical identity. Participants reported increased reflective practice and situational awareness. The intervention was delivered without additional time, funding, or changes to the formal curriculum. CONCLUSIONS: Embedding EI teaching within routine surgical training is feasible, cost-neutral, and acceptable to trainees. While objective improvements in measured EI were limited over the short term, participants demonstrated substantial perceived gains and behavioral reflection. Longitudinal integration may enhance sustainability and lead to more durable changes in emotional and interpersonal competencies.