OBJECTIVES: To assess the impact of online learning and the restrictions associated with the SARS COVID-19 virus pandemic on the development of emotional intelligence (EI) of senior medical students.

METHODS: The study is based on the P.Salovey and J.Mayer EI model, which consists of 4 components: the ability to perceive emotions, use, understand and manage emotions. Into the analysis 5 medical universities of the Republic of Kazakhstan was taken. Object of study: EI. Subjects of the study: Foreign medical students of the 4th and 5th years of study. To measure EI the validated questionnaire MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test) consisted of 15 items was used

RESULTS: Based on a two-sample t-test, the total EI [95% CI] found that the EI of 5th Year students (M = 57.07, SD = 9.6) is higher than the EI of 4th Year students (M=53.51, SD = 12.57), which may be due to the influence of clinical experience on EI. The distribution of scores across the four areas of EI showed that all areas were higher for 5th year of study of students, and in the final two-sample sum of Wilcoxon ranks for each composite EI, emotion perception (p=0.02) and emotion use (p=0, 04) are most affected. The total scores for the entire sample were at average level, although the clinical activity suggests a specialist with an ideal EI. Perception of emotions (p value = 0.02) and understanding of emotions (p value = 0.04) are more important for clinicians.

CONCLUSIONS: Thus, we can outline the negative impact of online learning on the development of EI. As a predictor, this will have a negative impact on the basic clinical competencies of these students, these may lead to difficulties in residency, and further in medical carrier