Assertiveness levels and their relationship with emotional intelligence in medical students at a Cuban university

Abstract

Introduction: assertiveness is an essential social skill for medical practice, as it facilitates effective communication and adequate conflict management. On the other hand, medical education has prioritized technical knowledge over the development of socio-emotional competencies. This study aims to determine the levels of assertiveness in medical students at Faculty No. 2 of Santiago de Cuba and their relationship with emotional intelligence.

Methods: an observational, descriptive study was conducted at the Faculty of Medicine No. 2 of Santiago de Cuba, between June and July 2025. The population consisted of 1516 students from 1st to 5th year. An intentional sample of 392 students was selected. The following instruments were applied: the Rathus Assertiveness Schedule, the Gambrill and Richey Assertiveness Inventory, and the Salovey and Mayer Emotional Intelligence Scale. Data were processed with the SPSS v25.0 statistical package. Descriptive analysis and inferential analysis were performed using Spearman's correlation.

Results: 71.6% of first-year students and 52.7% of second-year students presented low scores on the Rathus Assertiveness Schedule, indicating non-assertive behavior. In contrast, fourth- and fifth-year students showed scores closer to the mean, suggesting moderate assertiveness. The results of the emotional intelligence scale revealed that 41.2% of students had difficulties in managing their emotions.

Conclusions: students present assertiveness levels ranging from low to moderate. There is a significant relationship between assertiveness and emotional intelligence. These results justify the implementation of intervention programs that integrate emotional education to foster the development of assertive behavior.