Evaluation of Non-Technical Skills in Students Throughout the Medical Course in Ecuador

• Published in: Journal of medical education and curricular development 2024-01, Vol.11, p.23821205241278656
• Main Authors: Palacios, Olga Cecilia Ortiz, Pramatárova, Mila Inés Moreno, Pazin-Filho, Antonio
• Format: Article
• Language: English
• Subjects: Original
• ISSN: 2382-1205; 2382-1205
• DOI: 10.1177/23821205241278656

This research focuses on assessing non-technical skills (NTS), comprising behavioral aspects that support an individual's expertise in personal and professional performance. Due to varied terminology, including "soft skills" and other terms, NTS is less understood, leading to a potential gap in the literature and limited attention to their development. This study establishes the need for a comprehensive evaluation of NTS to obtain an objective and complete profile of NTS in students pursuing medicine at the Universidad Central del Ecuador (UCE) during 2023, using a standardized and benchmarked psychometric instrument. A cross-sectional study assessed 1035 students from the first to the 12th semester using the CompeTEA Test, which evaluates 5 factors encompassing 20 competencies and includes sincerity as a reliability condition. Scores were corrected, analyzed, and standardized using TEAcorrige. The study group comprised 1035 undergraduate medical students (36.8% of students at UCE in 2023), with a mean age of 22.1 years (2.7 standard deviation), and 687 (66.4%) were female. We obtained an average score of 77.7 in sincerity. Factors such as intrapersonal, interpersonal, task development, and managerial skills showed variations throughout the course, with some competencies developing positively in intermediate clinical stages. At the same time, most exhibited a decrease toward the end of the program. Comparisons with population levels revealed 19 competencies at Level 2 and 1 competency predominantly at Level 1. The moderate to low development, with no significant differences based on demographic variables, suggests the need for specific interventions in NTS within comprehensive medical education.