Fontana-Rosa Nathalia Silva, González-de Paz Luis, Codina-Rodríguez Ana C, Pérez-Riart María, Carrió-Llach María Del Mar
Campus Docent Sant Joan de Déu, Universitat de Vic-Universitat Central de Catalunya (UVIC-UCC), Sant Boi de Llobregat, Spain.
Consorci d'Atenció Primària de Salut Barcelona Esquerra (CAPSBE), Barcelona, Spain.
BMC Med Educ. 2025 Jan 31;25(1):162. doi: 10.1186/s12909-025-06749-z.
In health sciences practice, interpersonal skills, critical thinking, and learning-to-learn are crucial transversal skills. Effective teaching necessitates the understanding of undergraduates' views. This study explored undergraduate experiences in human biology, medicine, and nursing degrees in learning transversal skills.
An exploratory sequential mixed method design with qualitative data collection and a subsequent online survey study. Three focus groups were conducted with third- and fourth-year undergraduates, and data were analyzed with thematic analysis. The online survey targeted undergraduate students from all academic years to address inconclusive details. Analysis entailed descriptive statistics, and associations differences in responses by degrees were analyzed using chi-square tests or Fisher's Exact Test.
Thirteen undergraduates participated in focus groups and 159 in the online survey. Three thematic areas emerged: the training received and its perceived relevance, the evaluation, and the learning methods. Undergraduates expressed that transversal skills were necessary for self-personal growth and professional development; however 50.7% reported not receiving specific training. Human biology and medicine undergraduates reported less training in critical thinking compared to nursing (29.03% and 32.7% vs. 76%, p < 0.001) and in interpersonal and relational skills (16.1% and 16.3% vs. 57%, p < 0.001). Subjectivity is an issue compared to traditional testing, with 39.6% of undergraduates reporting knowing the assessment methods of transversal skills and 56% trusting the preparation of teaching staff. >80% of undegraduate students wanted more participatory methodologies -from classroom methodology to problem-based assessments and simulation, while plenary lectures and gamification were less preferred.
Health sciences undergraduates advocated for effectively integrating transversal skills in their programs. Nursing undergraduates showed higher satisfaction and expressed having experienced more transversal skills learning than human biology and medicine undergraduates. Undergraduates required educators to receive more support and training in adopting methodologies that facilitate transversal skill acquisition through changes in the assessment methods and substantive transformation of the program curricula.
在健康科学实践中，人际沟通技巧、批判性思维和学会学习是至关重要的横向技能。有效的教学需要了解本科生的观点。本研究探讨了攻读人类生物学、医学和护理学学位的本科生在学习横向技能方面的经历。
采用探索性序列混合方法设计，先进行定性数据收集，随后开展在线调查研究。对三年级和四年级本科生进行了三个焦点小组访谈，并采用主题分析法对数据进行分析。在线调查针对所有学年的本科生，以解决不确定的细节问题。分析采用描述性统计方法，并使用卡方检验或费舍尔精确检验分析不同学位学生回答的差异。
13名本科生参加了焦点小组访谈，159名本科生参与了在线调查。出现了三个主题领域：接受的培训及其感知的相关性、评估以及学习方法。本科生表示，横向技能对个人成长和职业发展至关重要；然而，50.7%的学生报告未接受过特定培训。与护理学本科生相比，人类生物学和医学本科生在批判性思维方面接受的培训较少（分别为29.03%和32.7%，而护理学为76%，p<0.001），在人际和关系技能方面接受的培训也较少（分别为16.1%和16.3%，而护理学为57%，p<0.001）。与传统测试相比，主观性是一个问题，39.6%的本科生表示了解横向技能的评估方法，56%的学生信任教师的教学准备。超过80%的本科生希望采用更多参与性方法——从课堂教学方法到基于问题的评估和模拟，而全体讲座和游戏化则不太受欢迎。
健康科学专业的本科生主张在其课程中有效整合横向技能。护理学本科生表现出更高满意度，并表示比人类生物学和医学本科生有更多横向技能学习体验。本科生要求教育工作者在采用有助于通过改变评估方法和实质性改变课程设置来获取横向技能的方法方面获得更多支持和培训。
