An Interesting Review on Soft Skills and Dental Practice

Dalaya, Maya; Ishaquddin, Syed; Ghadage, Mahesh; Hatte, Geeta

doi:10.7860/jcdr/2015/12725.5719

Cited by 23 publications

(25 citation statements)

References 5 publications

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“…The results further suggested that soft skills training will enable nursing staff to give better care to their clients. This finding is similar to a study conducted by Dalaya et al ( 2015 :19), who stressed the importance of soft skills. They stated that soft skills increase confidence, professionalism, coordination, friendliness and optimism in an individual and that these attributes are significant in the nursing profession.…”

Section: Discussionsupporting

confidence: 92%

Nursing students’ perceptions of soft skills training in Ghana

Laari

Dube

2017

Curationis

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BackgroundThe quality of nursing care rendered today is markedly reducing and the amount of time spent with patients listening to and explaining issues concerning their conditions is gradually diminishing. The therapeutic touch and the listening ear of the nurse are no longer accessible to the patient. Understanding what non-technical skills are and their relevance for healthcare practitioners has become a new area of consideration. Although recent literature has highlighted the necessity of introducing soft skills training and assessment within medical education, nursing education is yet to fully embrace this skills training.ObjectivesThe aim of this study was to explore nursing students’ understanding of the concept of soft skills and to acquire their perception on the need for soft skills training to promote quality nursing care.MethodsA quantitative research design with descriptive and explorative strategies was used. One hundred and ten nursing students were sampled after permission to conduct the study was requested and obtained from the University of KwaZulu-Natal Ethics Committee.ResultsThe results indicated that a majority (68.8%) of respondents understood the concept of soft skills and agreed with the definition of ‘soft skills’. They furthermore agreed that soft skills should be part of the training that student nurses receive during their professional training.ConclusionThe study revealed that there is a need for nursing students to be educated in soft skills and that this will enhance their job performances in the clinical environment and improve the way in which they communicate with their clients.

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Section: Discussionsupporting

confidence: 92%

Nursing students’ perceptions of soft skills training in Ghana

Laari

Dube

2017

Curationis

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“…We utilized an extensive list of keywords obtained from MeSH terms pertaining to all qualities and skills-other than technical proficiency-believed to play a role in the development of future doctors; a complete list of all included keywords can be viewed in Appendix 1 . This list was compiled following detailed review of key precedent studies [ 14 , 23 ] as well as the General Medical Council's (GMC) “Outcomes for graduates” guidelines, outlining key competencies expected of newly qualified doctors [ 24 ].…”

Section: Methodsmentioning

confidence: 99%

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Nicolaides

Cardillo

Theodoulou

et al. 2018

Annals of Medicine and Surgery

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ObjectivesThere is substantial lack of guidance when it comes to the implementation of non-technical skills (NTS) in undergraduate medical education. This review aimed to identify and critically evaluate published literature on learning strategies for NTS in undergraduate medical education and to derive a training framework targeted towards standardizing future training interventions.MethodsA systematic review of the MEDLINE database was performed using a prospective protocol following PRISMA guidelines. Studies evaluating undergraduate medical students exposed to NTS interventions, which measured subjective or objective outcomes in selected attributes, were included.ResultsInitial systematic search yielded a total of 5079 articles, out of which 68 fulfilled the inclusion criteria. A total of 24 NTS were identified, with communication skills being the most commonly reported skill evaluated (n = 37). A variety of educational tools were used (n = 32), noteworthy being the use of simulated patients. Great heterogeneity was also observed in measured outcomes and methods of assessment. A ‘triad of outcomes’ in NTS training was devised (knowledge, skill performance and attitude towards skills) and used for classification of all reported outcomes. Extracted data were used to design a non-technical skill training framework.ConclusionsThe existing literature describes a plethora of NTS interventions in undergraduate medical education, with varied outcomes and assessments. We hereby propose the ‘NTS Training Framework’, in an attempt to coordinate future research and catalyze the identification of an ideal NTS course structure to form tomorrow's physicians.

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“…Leadership development is also necessary for not only those in upper management but teachers as well, because they will need leadership skills to conduct their teaching tasks (28). The changes in learning paradigm undoubtedly should be followed with the improvement of soft skills, which benefits both the faculty and students (30).…”

Section: Discussionmentioning

confidence: 99%

Formulating a Need-Based Faculty Development Model for Medical Schools in Indonesia

Ambarsarie

Mustika

Soemantri

2019

MJMS

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BackgroundThe focus of medical schools in developing countries is on fulfilling a quantity of faculty members. A faculty development model will help formulate programmes that accommodate faculty members’ needs as well as institutional demands. This study aims to formulate a faculty development model relevant for medical schools in developing countries, specifically Indonesia.MethodsThis is a qualitative study with a phenomenological approach. It starts with a literature review using large databases, followed by interviews with 10 representative experts from medical schools in Indonesia.ResultsBased on the 10 studies retrieved, several components of faculty development were identified as the basis for the model. Ten experts gave input for the model. Components of the model can be grouped into: (i) content, which is materials that need to be delivered; (ii) process components, which depict aspects related to the preparation, execution and evaluation of sustainable faculty development; and (iii) components in the educational system that affect faculty development implementation.ConclusionA comprehensive review and development process has likely made this faculty development model suitable for medical schools in Indonesia. Breaking the model into components may help medical schools to prioritise certain aspects related to faculty development programmes.

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An Interesting Review on Soft Skills and Dental Practice

Cited by 23 publications

References 5 publications

Nursing students’ perceptions of soft skills training in Ghana

Nursing students’ perceptions of soft skills training in Ghana

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Formulating a Need-Based Faculty Development Model for Medical Schools in Indonesia

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