BMC Med Educ. 2026 Jun 27. doi: 10.1186/s12909-026-09727-1. Online ahead of print.
ABSTRACT
BACKGROUND: Twenty-first-century skills-such as critical thinking, problem solving, leadership, digital literacy, and innovation-are among the core competencies required for future health managers to function effectively within the complex and technology-driven structure of modern healthcare systems. The purpose of this study was to determine the 21st-century skill levels of undergraduate Health Management students in Türkiye and to examine whether these skills significantly differ according to demographic (gender, age, year of study) and academic (academic achievement and accreditation status) variables.
METHODS: This study employed a cross-sectional descriptive design. Data were collected via an online survey from 565 undergraduate Health Management students across Türkiye. The Multidimensional 21st Century Skills Scale, consisting of five subdimensions, was used as the data collection instrument. Descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), and multiple regression analysis were performed to analyze the data. A significance level of p < .05 was adopted.
RESULTS: The overall 21st-century skill levels of the students were found to be above average. The highest mean scores were observed in the Career Consciousness and Information and Technology Literacy dimensions, whereas the lowest means were obtained in the Entrepreneurship and Innovation and Critical Thinking and Problem Solving subdimensions. Regarding gender, a significant difference was found only in the Career Consciousness dimension in favor of female students (p < .05). In general, increases in age and year of study were associated with higher 21st-century skill levels. Academic achievement produced significant differences particularly in Information and Technology Literacy and Critical Thinking skills. While no significant differences were found regarding the official accreditation status of universities, students’ perceived accreditation revealed significant differences in certain skill dimensions. Multiple regression analysis indicated that age and perceived accreditation were significant predictors of overall 21st-century skills.
CONCLUSIONS: Health Management students demonstrated strong profiles in career awareness and digital competencies, yet showed areas for development in critical thinking, innovation, and leadership. The findings suggest the importance of revising Health Management curricula in alignment with 21st-century skills, expanding experiential and project-based learning opportunities, and designing educational strategies that foster students’ innovation and entrepreneurship capacities.
PMID:42374438 | DOI:10.1186/s12909-026-09727-1
