Molina Thaysa Castro, Martinez William Donegá, Pereira Vinicíus Araújo, Lima Alba Regina de Abreu, Brienze Vânia Maria Sabadoto, Roberto Dos Santos Emerson, Júnior Valdir Carlos Severino, Borge Camila, André Júlio César
Postgraduate Program in Health Sciences, Faculty of Medicine of São José do Rio Preto, São José do Rio Preto, Brazil.
Center for Studies and Development of Health Education, Faculty of Medicine of São José do Rio Preto, Brazil.
MethodsX. 2025 Jan 11;14:103161. doi: 10.1016/j.mex.2025.103161. eCollection 2025 Jun.
Medical education is considered psychologically challenging, and medical students often report higher levels of psychological distress compared to non-medical students and the general population. This scoping review aims to identify and map the available scientific evidence on social skills and emotional regulation in medical students, characterize existing studies, identify knowledge gaps, and provide a synthesis of evidence to inform educational practice and curriculum development. This scoping review will follow the methodological frameworks proposed by the Joanna Briggs Institute (JBI) and the PRISMA-ScR checklist. Relevant studies will be searched in electronic databases (EMBASE, ERIC, PubMed, Science Direct, Scopus, and Web of Science) and gray literature sources. The search strategy will use descriptors in English, Portuguese, and Spanish, combined with Boolean operators. Two reviewers will independently screen titles, abstracts, and full-texts for inclusion. Data will be extracted using a standardized form and synthesized narratively. Qualitative and quantitative analyses, including thematic analysis and meta-analysis analysis (if appropriate), will be employed to provide a comprehensive overview of the evidence. The review will provide a comprehensive overview of the available scientific evidence on social skills and emotional regulation in medical students, identifying study characteristics, knowledge gaps, and areas for future research. The findings of this scoping review may inform educational practice and guide the development of strategies to promote the well-being and performance of medical students by addressing social skills and emotional regulation in medical curricula. The review protocol will be registered in the Open Science Framework (OSF).
医学教育被认为在心理上具有挑战性，与非医学专业学生及普通人群相比，医学生经常报告更高水平的心理困扰。本范围综述旨在识别和梳理关于医学生社交技能和情绪调节的现有科学证据，描述现有研究的特征，识别知识空白，并提供证据综合，以为教育实践和课程开发提供信息。本范围综述将遵循乔安娜·布里格斯研究所（JBI）和PRISMA-ScR清单提出的方法框架。将在电子数据库（EMBASE、ERIC、PubMed、Science Direct、Scopus和Web of Science）以及灰色文献来源中检索相关研究。检索策略将使用英语、葡萄牙语和西班牙语的描述符，并结合布尔运算符。两名评审员将独立筛选标题、摘要和全文以确定是否纳入。将使用标准化表格提取数据并进行叙述性综合。将采用定性和定量分析，包括主题分析和荟萃分析（如适用），以全面概述证据。该综述将全面概述关于医学生社交技能和情绪调节的现有科学证据，识别研究特征、知识空白和未来研究领域。本范围综述的结果可能为教育实践提供信息，并通过在医学课程中解决社交技能和情绪调节问题，指导促进医学生福祉和表现的策略制定。该综述方案将在开放科学框架（OSF）中注册。
