Medical students' perceptions of their development of ‘soft skills’ Part I: A qualitative research methodology
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BackgroundThis paper reports on medical students' views on the ways in which their 'soft skills' were developed. It is the result of a study on soft skills among two groups of students before and after curriculum reform at the School of Medicine of the University of Pretoria. One of the aims of the reform was to provide more teaching and learning opportunities for the development of soft skills. Soft skills include professional interpersonal and social skills, communication skills, and professional and ethical attitudes. MethodsAs symbolic interactionism was used as the theoretical framework to guide the research, qualitative methods were used to collect the data. A purposive-theoretical sample of 42 final-year medical students from the traditional curriculum and 49 from the reformed curriculum was recruited. Data were collected by means of focus groups, individual in-depth interviews and autobiographical sketches. ResultsThe same categories of comments emerged from the data collected from the study participants from both the traditional and the reformed curriculum. The students ascribed their behaviour related to soft skills to personality and innate features. They had varying opinions on whether soft skills could be taught, but there was as a strong feeling that teaching should focus on principles and guidelines for dealing with difficult situations. They believed that, in the end, they should take responsibility for their own development of soft skills.Most participants felt they could at least grow through exposure to teaching activities and the observation of role models. They also indicated that they had developed their soft skills and constructed their own identity through their interaction with others. Their definition of situations was shaped by their interactions with doctors and educators, fellow students and other health professionals. Interaction with patients was considered the most important. For both groups of students their third year was a watershed, as it is the first year of more intensive patient contact and the beginning of serious learning from interaction with patients.The views on the development of soft skills differed very little between the traditional and reformed curriculum groups, except that students who had followed the reformed curriculum felt more prepared through the increased teaching and training efforts. Further consideration needs to be given to the intention of the changed curriculum compared to the actual effect.The way in which the participants in the study described their development of soft skills could be categorised as a complex interplay between 'being' and 'becoming'. Instead of using the word 'acquisition' of soft skills, 'development' seemed to be more appropriate. The metaphor of 'guiding' and 'growing' also captures the development of these skills better than the terms 'teaching' and 'learning'. ConclusionTeaching activities in the clinical years should be adapted with a view to facilitating the students' professional growth. New models for the develo...
BackgroundThis paper reports on medical students' views on the ways in which their 'soft skills' were developed. It is the result of a study on soft skills among two groups of students before and after curriculum reform at the School of Medicine of the University of Pretoria. One of the aims of the reform was to provide more teaching and learning opportunities for the development of soft skills. Soft skills include professional interpersonal and social skills, communication skills, and professional and ethical attitudes. MethodsAs symbolic interactionism was used as the theoretical framework to guide the research, qualitative methods were used to collect the data. A purposive-theoretical sample of 42 final-year medical students from the traditional curriculum and 49 from the reformed curriculum was recruited. Data were collected by means of focus groups, individual in-depth interviews and autobiographical sketches. ResultsThe same categories of comments emerged from the data collected from the study participants from both the traditional and the reformed curriculum. The students ascribed their behaviour related to soft skills to personality and innate features. They had varying opinions on whether soft skills could be taught, but there was as a strong feeling that teaching should focus on principles and guidelines for dealing with difficult situations. They believed that, in the end, they should take responsibility for their own development of soft skills.Most participants felt they could at least grow through exposure to teaching activities and the observation of role models. They also indicated that they had developed their soft skills and constructed their own identity through their interaction with others. Their definition of situations was shaped by their interactions with doctors and educators, fellow students and other health professionals. Interaction with patients was considered the most important. For both groups of students their third year was a watershed, as it is the first year of more intensive patient contact and the beginning of serious learning from interaction with patients.The views on the development of soft skills differed very little between the traditional and reformed curriculum groups, except that students who had followed the reformed curriculum felt more prepared through the increased teaching and training efforts. Further consideration needs to be given to the intention of the changed curriculum compared to the actual effect.The way in which the participants in the study described their development of soft skills could be categorised as a complex interplay between 'being' and 'becoming'. Instead of using the word 'acquisition' of soft skills, 'development' seemed to be more appropriate. The metaphor of 'guiding' and 'growing' also captures the development of these skills better than the terms 'teaching' and 'learning'. ConclusionTeaching activities in the clinical years should be adapted with a view to facilitating the students' professional growth. New models for the develo...
Purpose The purpose of this paper is to identify essential profession-related competencies, clinical knowledge and skills that medical students should develop in the early stages of their education for future professional practice. Design/methodology/approach A literature review and workshop resulted in a list of 46 crucial profession-related competencies. The first round of the modified Delphi survey (feedback questionnaire) involved experts who identified 26 items (via a Likert scale). The second round of the modified Delphi survey by faculty members highlighted ten items. Statistical analysis yielded four domains with items clustered as follows: interpersonal competencies (communication and collaboration), cognitive skills (problem solving, critical thinking and reflectivity), work-related skills (planning and time management) and professionalism (integrity, sense of responsibility, respect and empathy). Findings In conclusion, the results of this study provide insights and implications surrounding the competencies that are essential for assessment and facilitation in the early stages of a medical curriculum. The study also predicts the challenges of facilitating and assessing these competencies, as pointed out in recent literature. In general, outcomes of the study suggest that instead of categorizing the competencies, it is more meaningful to take a holistic and integrated approach in order to conceptualize, facilitate and assess these competencies in context of the complexities of real-life situations. Originality/value Ten items were identified as essential profession-related competencies that should be incorporated during the early stages of medical education. Six out of the ten items were agreed upon by all participants of the study: collaboration, communication, problem solving, integrity, responsibility and respect. This list aligns with the existing literature and graduate attributes internationally. Items related to planning and time management, critical thinking and reflectivity were regarded as specifically lacking and important areas of improvement for Arabic students. Divergence on items of empathy and medical ethics were observed among international and local panels, with the main concern, raised by medical faculty, being how to facilitate and assess these items. The competencies identified mandate reforms in the medical school curricula in an attempt to implement essential skills early in medical student’s career.
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