Naamati-Schneider Lior, Alt Dorit
Health Systems Management Department, Jerusalem Multidisciplinary College, Jerusalem, Israel.
Faculty of Education and Teaching, Tel Hai College, Upper Galilee, Israel.
BMC Med Educ. 2025 Apr 11;25(1):521. doi: 10.1186/s12909-025-07127-5.
University commitment reflects students' emotional and psychological attachment to their institutions. It is fostered by providing essential resources that empower students to shape their futures. Amidst the increasing demand for universities to bolster students' soft skills for greater adaptability in the contemporary workforce, this study focuses on examining the connections between skill acquisition and healthcare management students' commitment levels to their university.Data were gathered by two questionnaires measuring three sets of soft skills acquisition (1) Personal skills (PS) involve a commitment to organizational values, ethical navigation in professional settings, self-awareness, resilience, creativity, self-improvement, and work/life balance; (2) Social skills (SS) encompass clear communication, conflict resolution, networking, multicultural navigation, leadership, and fostering collaborative relationships; and (3) Methodological skills (MS) include adaptability, insightful synthesis of information, continuous improvement, customer satisfaction, proactive decision-making, goal setting, resource management, and results-oriented organizational leadership. The results indicated that students have acquired more methodological soft skills compared to personal or social ones. Structural equation modeling (SEM) results showed that among the categories of soft skills, personal, social, methodological, merely the latter was significantly related to university commitment. Methodological skills, including adaptability, analysis, and decision-making, were directly related to university commitment, aligning with educational and professional goals, offering a stronger connection to academic success than personal or social skills.This study emphasizes the need for higher education institutions to improve their curriculum to better develop soft skills. Prioritizing personal and social abilities alongside technical skills is crucial to preparing students for future career challenges, particularly in healthcare.
大学认同感反映了学生对其所在院校的情感和心理依恋。通过提供必要资源来增强学生塑造未来的能力，可以培养这种认同感。在大学越来越需要提升学生软技能以使其在当代职场中更具适应性的背景下，本研究聚焦于考察技能获取与医疗管理专业学生对大学的认同感之间的联系。
数据通过两份问卷收集，这两份问卷测量了三组软技能的获取情况：（1）个人技能（PS）包括对组织价值观的认同、在专业环境中的道德指引、自我意识、适应力、创造力、自我提升以及工作/生活平衡；（2）社交技能（SS）涵盖清晰的沟通、冲突解决、人际关系拓展、多元文化适应、领导力以及培养合作关系；（3）方法技能（MS）包括适应能力、对信息的深刻综合、持续改进、客户满意度、积极主动的决策、目标设定、资源管理以及以结果为导向的组织领导力。结果表明，与个人技能或社交技能相比，学生获取了更多的方法软技能。结构方程模型（SEM）结果显示，在软技能类别中，个人技能、社交技能、方法技能里，只有后者与大学认同感显著相关。方法技能，包括适应能力、分析能力和决策能力，与大学认同感直接相关，与教育和职业目标相一致，与学业成就的联系比个人技能或社交技能更强。
本研究强调高等教育机构需要改进课程，以更好地培养软技能。在技术技能的同时，优先培养个人能力和社交能力对于让学生为未来的职业挑战做好准备至关重要，尤其是在医疗领域。
