Addressing the Socioemotional Dimension of Medical Education: Protocol for a Scoping Review of Student-Driven Development Strategies.

BACKGROUND

The current international context, marked by complex global challenges, necessitates the rapid intervention of higher education institutions to contribute to social transformation. Medical education, in particular, is undergoing significant changes influenced by various factors, including the evolving health care environment and shifting social expectations. Socioemotional skills are increasingly recognized as essential competencies for medical professionals, contributing to better patient care, improved communication, and enhanced teamwork.

OBJECTIVE

This scoping review aims to provide a comprehensive overview of the current literature on strategies employed by medical students to develop and promote their socioemotional skills in academic and hospital settings.

METHODS

The review will be conducted according to the guidelines of the Joanna Briggs Institute, and the results will be presented in accordance with PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews). Eligibility criteria include studies focusing on medical students at any stage of their education, addressing strategies for developing socioemotional skills in academic or clinical contexts. Information sources include Embase, Emerald, PsycNet, PubMed, Scopus, and Web of Science, with searches conducted from January 2000 to April 2025. Gray literature sources, including ProQuest Dissertations & Theses Global, Conference Proceedings Citation Index, and OpenGrey, will also be searched. Two independent reviewers will screen titles, abstracts, and full texts. Data will be extracted using a standardized form and synthesized through narrative synthesis and thematic analysis.

RESULTS

Results from our initial searches indicate a diverse range of literature addressing student-driven strategies for socioemotional skill development in medical education. The scoping review is progressing according to the following timeline. Protocol development and registration was completed in January 2025. Search strategy refinement was completed in February 2025. The initial database searching was expected to be completed in March or April 2025. Title and abstract screening are anticipated to be performed in May or June 2025. Full-text review and data extraction are anticipated to be performed in July to August 2025. Data synthesis and analysis are anticipated to be completed by September or October 2025. The manuscript is expected to be prepared and submitted by November or December 2025.

CONCLUSIONS

The findings of this review may have significant implications for medical education curricula, informing the integration of socioemotional skill development alongside traditional medical knowledge and technical skills. Furthermore, the review may uncover gaps in the existing literature, highlighting areas that require further research and investigation. This scoping review will contribute to the growing body of knowledge on the importance of socioemotional skills in medical education.

INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/66757.