Assessment of nonscholastic abilities and its associated factors among medical students: An exploratory study

Abstract

Background:Nonscholastic abilities among medical students are an important area of concern for the health professionals. Very few studies had been conducted in the past with regard to it.Objective:This study was an exploratory study aimed to assess the nonscholastic abilities among medical students in a medical institution in coastal South India.Materials and Methods:This study assessed three broad domains of nonscholastic abilities namely personal qualities, interpersonal activities, and communication skills among 106 medical students using a structured questionnaire (27 questions with a total score of 27). The data were analyzed by independent t-test and linear regression model.Results:About 41.5% (44) of the subjects were males and 52.8% (56) of them were belonged to 18–19 years age group. Overall mean score of nonscholastic abilities was found to be 19.40 (standard deviation = 3.27). Percentile distribution of subjects is at score 17 (25th percentile), 20 (50th percentile), and 22 (75th percentile). Mean personal quality domain score was found to be proportionately lesser than other domains of nonscholastic abilities. Nonscholastic ability score was significantly associated with marks obtained in the previous examination (P = 0.006). However, linear regression analysis revealed that the presence of family problems (P = 0.005) and alcohol use (P = 0.026) were associated with low nonscholastic ability score among medical students.Conclusion:Nonscholastic abilities are still a required need in medical student's career. Further analytical studies will help in identifying the in-depth evaluation of factors associated with it.

Non-Scholastic Qualities and their Association with Social Media usage among Medical Students in Puducherry, India

“…The majority of students had average non-scholastic quality, but the mean score was marginally lesser (17.34) compared to a previous study by Kumar and Sarkar (19.4), which may be due to the inclusion of three classes and larger sample size. [2] The Kumar and Sarkar study analysed these qualities amongst medical students and showed that an overall mean score of non-scholastic abilities was average; and mean personal quality domain score was found to be proportionately lesser than other domains of non-scholastic abilities. [2] Personal qualities, interpersonal activities, and communication skills are very essential to excel in the medical profession.…”

“…This descriptive, cross-sectional study was conducted among medical students of a tertiary care medical institution in Puducherry, India, from July 2018 to September 2018. Using the formula, n = (Z /E) 2 , where Z = 1.96, standard deviation ( ) of the mean non-scholastic quality score as 3.27 [2] and Standard Error as 0.4, the minimum sample size was found to be 257.…”

“…An individual with a total score that ranges from 0 to 9 is regarded as low in non-scholastic quality; a score that ranges from 10 to 18 is regarded as moderate, and score that ranges from 19 to 27 is regarded as high non-scholastic quality. [2] A score of 1 is given for each positive response except 4 th , 7 th , and 9 th questions in the personal quality domain, 7 th question in the interpersonal activity domain, and 1 st question in the communication skill domain, where a positive response is given 0 score. Social media usage time was assessed by SONTUS (Social Networking Time Use Scale).…”

“…[2] A study, which analysed these qualities, showed that the overall mean score of non-scholastic abilities was average and that the mean personal quality domain score was proportionately lesser than other domains of non-scholastic abilities. [2] Recent guidelines of National Medical Commission Bill 2017 in India highlighted the importance of high-quality medical professionals as one of the components in medical education and practice. Constitution of Under Graduate Medical Education Board to regulate medical education at the undergraduate level also mentioned competency-based curriculum based on these values.…”

“…[1] These qualities include three domains, namely, personal characteristics, interpersonal activities, and communication skills. [2] A study, which analysed these qualities, showed that the overall mean score of non-scholastic abilities was average and that the mean personal quality domain score was proportionately lesser than other domains of non-scholastic abilities. [2] Recent guidelines of National Medical Commission Bill 2017 in India highlighted the importance of high-quality medical professionals as one of the components in medical education and practice.…”