Clinical educator emotional well-being: an invisible dimension of educational quality
Abstract
This letter to the editor reflects on the article “Association between Emotional Intelligence and Mental Health of Clinical Educators in Health Sciences,” recently published in this journal. The study is acknowledged for demonstrating the association between emotional intelligence, particularly emotional repair and mental health among clinical educators engaged in both healthcare delivery and teaching. The letter argues that these findings should be interpreted not only from a psychological perspective but also through the lens of medical education. It introduces the concept of educational faculty well-being, referring to the educational dimension of professional well-being that may influence clinical supervision, feedback quality, professional role modelling, and psychologically safe learning environments. Furthermore, the letter suggests that future research should incorporate mixed-methods designs integrating faculty experiences and students' perspectives to better understand how educators' well-being shapes educational processes. This reflection is framed within current international discussions on faculty well-being, humanistic medical education, faculty development, and learning environments.
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References
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