Comprehensive assessment of medical soft skills: linking program and session outcomes
DOI:
https://doi.org/10.18203/2320-6012.ijrms20261681Keywords:
Program evaluation, Ethics in medicine, Critical reflection, Emotional intelligence, Medical education, Soft skills trainingAbstract
Background: Soft skills form an essential component of competency-based medical education, influencing communication, professionalism, emotional intelligence, and reflective capacity. Systematic evaluation ensures educational accountability and program refinement.
Methods: A cross-sectional evaluative study was conducted among 54 participants using structured 3-point and 5-point Likert-scale questionnaires. Descriptive statistics (mean±SD; percentages), chi-square test, one-way ANOVA, and Pearson correlation analysis were performed. Significance was set at p<0.05.
Results: Overall positive satisfaction ranged from 87%–92%. Faculty helpfulness received the highest agreement (94.4%; M=1.06, SD=0.23). One-way ANOVA demonstrated significant differences across session domains, F (6, 378) =3.94, p=0.001, η²=0.06. Strong correlations were observed between Emotional Intelligence and Critical Reflection (r=0.74, p<0.001), and Ethics and Emotional Intelligence (r=0.72, p<0.001). No significant (χ² (1, N) =54) = 1.62, p=0.203 association was found between participation and perceived usefulness.
Conclusions: The program demonstrated high effectiveness, strong internal coherence, and excellent faculty performance. Increased experiential components may further enhance psychological competency domains.
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