BMC Med Educ. 2025 Oct 2;25(1):1336. doi: 10.1186/s12909-025-07939-5.
ABSTRACT
INTRODUCTION: Generational change is impacting medical education and driving the adaptation and reform of teaching and clinical practice to successfully educate the next generation of physicians. Aim of the study was to establish undergraduates’ needs by analyzing the strengths and weaknesses of their soft skills from the start of medicine school. METHOD: We conducted a cross-sectional study to evaluate the personalities and soft skills of first-, third-, and sixth-year undergraduates in medical school. Of the eligible participants (N = 333), 127 of them (38.1%) were evaluated for their soft skills. The assessment was based on psychological and behavioral assessments.
RESULTS: Results showed the strong need of the young to understand themselves and know how to improve their personal growth during academic study. Mediation statistical analyses showed significant direct and indirect effects of the factors (year level in medical school) and mediators (conscientiousness/extroversion and openness) on the soft skills indexes. Conscientiousness was a predictive factor for all soft skills examined: self-determination (β = 0.54), resilience (β = 0.48), empathy (β = 0.36), assertiveness (β = 0.24), social support (β = 0.18), and teamwork (β = 0.30). Openness was correlated and predictive for empathy (β = 0.19). The model of the multilayered construct of medical competence represents a fruitful framework and using the lens of Self-Determination theory, medical undergraduates could be engaged and buffered against the stressors of patient care. DISCUSSION: In this scenario, the interaction with medical leaders is relevant, clinical trainers and medical undergraduates should model the professional learning; escalated clinical skills should build advanced knowledge in medicine.
PMID:41039516 | DOI:10.1186/s12909-025-07939-5
