Enhancing Generic Skills Through Active Learning: A Quantitative Analysis of Fourth-Year Medical Students at Medical Education Elective Block

Background: Generic skills, such as critical thinking, communication, teamwork, and social judgment, are essential elements in modern medical education. Interactive lectures in large classes, which combine material delivery with discussion and feedback, have become one of the effective approaches. However, the implementation of these methods in large classes faces various challenges, such as uneven student participation and a lack of confidence among students. Aims: This study aims to explore first-year pre-clinical medical students' perceptions of the relationship between interactive lectures in large classes and the development of generic skills, as well as the factors that influence this process. Methods: This study employs a qualitative phenomenological design with in-depth interviews involving eight first-year pre-clinical students at the Faculty of Medicine, Atma Jaya Catholic University of Indonesia. Data were analysed using a thematic approach to explore key themes related to the development of generic skills. Results: The results show that interactive lecture in large classes, teacher quality plays a significant role in facilitating discussions and providing feedback. Class activities, such as group discussions and feedback sessions, significantly contribute to the development of generic skills. Students' motivation and self-confidence, along with supportive group members, further enhance these skills. Additionally, the large number of students in the class is seen as a valuable platform for practicing communication skills and building confidence. However, a notable obstacle is the initial session where lecturers rely on slides with excessive text, which reduces students' interest and engagement. Conclusions: Interactive lectures in large classes are effective in supporting the development of students' generic skills through discussion, presentation, and feedback. Its success is influenced by teacher quality, the learning environment, and student motivation. Improving the quality of lecturer presentations is necessary to enhance the effectiveness of this method.

Impact of COVID-19 on Students' Generic Skills - A Case Study in a University from a Developing Country

Higher education has invested in defining the role of generic skills in developing effective, adaptable graduates fit for a changing workplace. Research confirms that the development of generic skills that underpin effectiveness and adaptability in graduates is highly context-dependent and is shaped by the discipline within which these skills are conceptualised, valued and taught. This places the responsibility for generic skills enhancement clearly within the remit of global medical education. Many factors will influence the skill set with which students begin their medical training and experience at entry needs to be taken into account. Learning and teaching environments enhance effective skill development through active learning, teaching for understanding, feedback, and teacher-student and student-student interaction. Medical curricula need to provide students with opportunities to practise and develop their generic skills in a range of discipline-specific contexts. Curricular design should include explicit and integrated generic skills objectives against which students' progress can be monitored. Assessment and feedback serve as valuable reinforcements of the professed importance of generic skills to both learner and teacher, and will encourage students to self-evaluate and take responsibility for their own skill development. The continual need for students to modify their practice in response to changes in their environment and the requirements of their roles will help students to develop the ability to transfer these skills at transition points in their training and future careers. If they are to take their place in an ever-changing profession, medical students need to be competent in the skills that underpin lifelong learning. Only then will the doctors of the future be well placed to adapt to changes in knowledge, update their practice in line with the changing evidence base, and continue to contribute effectively as societal needs change.

Purpose: In most medical faculties in Iraq, scientific research is introduced late in the curriculum. Studies exhibit that the scientific engagement of medical college students can be fostered through the early introduction of the project-based learning (PtBL) strategy in the medical curriculum. To be started, PtBL approach in this study considers gestational diabetes and gestational hypertension as research areas. However, the medical education literature does not show the short-term and intermediate-term outcomes of PtBL, including those related to research projects findings. Aims and objectives: The project aimed to explore the short and intermediate-term outcomes of the PtBL approach in improving the academic knowledge and skills of medical students at the College of Medicine, University of Kerbala to aid achieving institutional mission. Methods: A mixed-method study was designed to assess the short and intermediate-term outcomes of PtBL in medical education. The project started after assessing stakeholders' needs. This was done by analyzing a needs assessment form which was answered by 83 persons, including students, faculty members, and other health care providers. The approval to conduct the project was obtained from the review board of the College of Medicine, University of Kerbala. A four-month PtBL course was designed which was endorsed by the institute's curriculum committee. Twenty five year- four medical students and ten faculty members as course facilitators were included in the study. Five research teams were developed, and two faculty members supervised each team. Participation was voluntary, and informed consent was obtained from each participant. The research projects were designed to engage students in the screening of gestational diabetes and gestational hypertension. The project outcomes were assessed through post-tests, mini CEX, semi-structured feedback questionnaires, and focus group discussions. Quantitative data were statistically analyzed using SPSS, and the qualitative data were analyzed by thematic (content) analysis. Results: Most participants, 24 out of 25 students (98%) and all the faculty participants, expressed satisfaction with the contents and delivery of the course innovation. Ninety percent of the students reported significant improvement in their conceptual background and clinical and research-based skills. Although not statistically significant, students also reported improved teamwork, interpersonal and communication skills. In addition, the faculty members reported improvement in students' scientific engagement. Notably, all faculty recommended introducing PtBL in other areas of the medical curriculum. Conclusion: The initial results indicate that community research PtBL approach is an effective method to improve scientific engagement and active learning in medical students. Teams’ research results are being followed up to be harvested and analyzed to prove the longer term community health-related outcomes of this study. Carefully designed projects involving medical students can economically and effectively address public health problems. Therefore, medical educators might consider introducing a PtBL approach associated with discrete public health research goals early in the medical curriculum. Keywords Project-based learning; Students' engagement, Curriculum Innovation .

PurposeThis study aims to investigate the role of social capital in Iranian agricultural students' acquisition of generic skills. For this purpose, the effect of various social capital dimensions on students' generic skills development was examined.Design/methodology/approachA survey was conducted among 190 third- and fourth-year undergraduate students in one of the colleges of agriculture and natural resources in Iran. The partial least square method was used to examine the relationships among various social capital dimensions (i.e. social values, social trust, social networks, social cohesion, social participation, social communications and information sharing) with students' generic skills.FindingsThe findings showed that social networks and social participation are effective factors in the generic skills development of students. A model designed for the development of students' generic skills based on their social capital level predicted up to 33% of generic skills' variances. Furthermore, the multi-group analysis showed that males and females vary on how various social capital dimensions affect their generic skills. In this respect, the social participation dimension had a significantly greater impact on female students' generic skills, whereas the generic skills of male students were influenced more by the social cohesion dimension.Practical implicationsDeveloping generic skills through social capital can be considered as an effective strategy in countries that do not have formal programs for developing students' generic skills. Additionally, higher education policymakers should present a more supportive approach for developing generic skills of female students through social participation in the campuses.Originality/valueSo far, no study has examined the relationships among various social capital dimensions and students' generic skills in Iran. The picture is even more unclear when it comes to the differences between male and female students. The results of this study confirmed the importance of social networks and social participation in the universities to support students and to improve their generic skills and, consequently, their employability competencies. Furthermore, it could be inferred that male and female students have similarities and also differences in terms of the effect of social capital on developing generic skills that can provide a path for future studies.

Purpose – There is concern that traditional teaching methods (including lectures and tutorials) do not prepare graduates with the generic employability skills required by the construction industry. This has motivated architecture, engineering and construction (AEC) academics to consider the use of student-centred approaches like collaborative learning. However, the effectiveness of collaborative learning approaches has not been widely examined in AEC education. The purpose of this paper is to provide empirical results on the benefits and barriers of collaborative learning from AEC students’ perspective. Design/methodology/approach – From a questionnaire survey conducted with Associate Degree students who studied in four AEC programmes at a university in Hong Kong, 621 valid responses were received. Descriptive statistics were used to test these data for any significant agreement or disagreement between respondents. Findings – All AEC students agreed that collaborative learning benefited them in building their academic knowledge and generic skills. However, the degree of agreement about their generic skills development differed between programmes. The findings of this study highlight the effectiveness of collaborative learning as a means of developing students’ employability skills. Research limitations/implications – First, the analysis of the benefits of collaborative learning is based on students’ perceptions rather than objective measures of learning gains. Although research suggests that self-reported measures of learning are valid indicators of educational and skill gains, the possibility of individual's bias or peer influence in the responses cannot be discounted. Second, the study does not take into account the teachers’ instructional skills that may affect the effectiveness of collaborative learning. To minimize the impact of different tutors on students’ learning experiences, standardized delivery mode and course materials were adopted in the surveyed courses. Practical implications – From the findings presented, collaborative learning is a viable tool which assists in improving both the technical and generic employability skills of students. To allow students to appreciate collaboration in a practical context, multi-disciplinary collaborative assignments can be integrated in AEC curricula. Through collaboration with other disciplines, students can understand the ways of working with other professionals. At the same time, AEC educators can apply collaborative learning to strengthen specific collaborative skills. To maximize the benefits of collaborative learning, teachers should arrange regular meetings and counseling sessions with students to ensure participation from each individual. Social implications – The findings contribute practical insights about collaborative learning and, in particular, the learning attitudes and perceptions of Chinese students and engineering students. Whilst the findings are different to some studies which describe Chinese students as being influenced by the Confucian Heritage culture, and preferring competitive rather than collaborative learning, more detailed studies about collaborative learning dynamics among students from different ethnic backgrounds should improve the design of collaborative learning environments for the students. Originality/value – The findings provide confidence to AEC academics to incorporate collaborative learning activities in their courses. Mapping students’ generic skills development between programme of study provides indicators that highlight the use of collaborative learning for different generic skills development in different AEC programmes. The results of this study provide useful information for AEC teachers, assisting them to design multi-disciplinary collaborative learning curricula.

Background. Curriculum review is a dynamic, iterative process, and the effect of change may not always be wholly predictable. At Stellenbosch University, Cape Town, South Africa revision of the MB,ChB curriculum was undertaken to meet enhanced and changing educational and medical practice, and to provide opportunities to enhance optimal generic skills underpinning effective learning, implemented in 2008. Objective. To determine the extent to which the newly implemented revised curriculum had an effect on experience in necessary generic skills of students in their first year of study. Methods. Students provided annual formal end-of-module evaluation in addition to focus group interviews. Evaluation by teaching staff was conducted by individual in-depth interviews. A validated generic skills questionnaire completed at the end of each academic year monitored the effect on students’ generic learning skills experience. Results. Feedback from these different evaluation methods identified specific needs in the newly implemented revised curriculum, including contextualisation of interventions, unnecessary duplication of content and malalignment of assessment. This led to minor curriculum changes and an educational capacity-building programme. These responsive curriculum changes after evaluation had the intended positive effect on students’ self reported acquisition of generic learning skills. Conclusion. The objective of the curriculum evaluation was to monitor content output and the acquisition of crucial generic learning skills. Implementation of a revised curriculum combined with ongoing responsive changes aligned with careful multimodality evaluation can ensure that, in addition to scientific knowledge and skills, generic learning skills development of students is facilitated.

RELATIONS BETWEEN STUDENT PERCEPTIONS OF ASSESSMENT AUTHENTICITY, STUDY APPROACHES AND LEARNING OUTCOME

Future health professions need generic skills in their working lives, such as knowledge analysis, collaboration, communication and problem-solving skills. The teaching and learning environment is crucial in the development of generic skills when studying at university. The aim of this research was to examine students’ perceptions of learning generic skills during their first study year and how the teaching and learning environment related to their learning perceptions. The data were collected from first-year students (medicine n = 215, dentistry n = 70 and psychology n = 89) who completed a questionnaire at the end of their first study year. Two cohorts of first-year students from 2020 and 2021 were combined. The teaching and learning environments in medicine, dentistry and psychology differed from each other. The results showed that learning of problem-solving, communication and collaboration skills were emphasized more among medical and dental students, whereas analytical skills more among psychology students. There were no statistically significant differences in perceptions of the teaching and learning environment. Perceptions of generic skills and the teaching and learning environment were positively related to each other. In medicine, the strongest predictors of generic skills were peer support and feedback and in dentistry, peer support, interest and relevance. In psychology, the strongest predictors were interest and relevance. The results emphasize the relevance of the teaching and learning environment in learning generic skills.

The findings of this study highlight significant implications for higher education institutions (HEIs), educators, curriculum designers, and policy makers in preparing graduates for the demands of the modern workforce. The absence of notable differences in personality traits and generic skills across academic disciplines namely Social Sciences, Arts & Humanities, and Science, Technology, Engineering, and Mathematics (STEM) suggests that these competencies are not inherently determined by one's field of study. Instead, prior research indicates that the university's learning environment, institutional culture, and teaching strategies play a crucial role in shaping students’ personality development and acquisition of generic skills. These results support the integration of generic skills training and personality development programs across all faculties. Embedding competencies such as teamwork, communication, leadership, creativity, and critical thinking into both curricula and co-curricular activities ensures that all students are equally equipped for employability and lifelong learning. Furthermore, the study identified a moderate positive correlation (r = 0.598) between personality traits and generic skills, highlighting that traits such as conscientiousness, openness, and extraversion significantly influence students’ capacity to acquire and apply these skills. In general, these findings align with the national agenda of HEIs in Malaysia to foster holistic talent development and emphasize the need for integrated policies that promote the cultivation of transferable skills. They also call for enhanced educator training in active learning and personality-based pedagogical approaches, thereby reinforcing the importance of graduate generic skills in developing future-ready talent.

Employability skills for health graduates, and many disciplines within higher education, are considered vital to maximising their capacity to cope with the rapidly changing, uncertain and highly competitive labour market. Despite the increasing importance of developing generic skills for employability, there is a dearth of knowledge about how to support health students to develop generic skills as part of their formal education. The main objective of this two-phase study was to engage health students in the process of self-assessment of their generic skills and explore the potential of this process to facilitate their generic skills development. The first phase of this study engaged students in completing a self- assessment questionnaire, incorporating a validated set of industry-demanded skills with associated behaviours. In the second phase a subsection of respondents participated in focus group interviews that explored their perception of the self-assessment process in generic skills development. Students viewed themselves as having some capabilities to perform the generic skills, as well as their university studies contributing to the development of these skills. The qualitative data found that the self-assessment process prompted students to reflect on their abilities and further engage with developing these skills. This study supports the evidence for contextualising and embedding a process of self-assessment of generic skills into the formal curricula to help better prepare health students for their future work.

Attitudes toward Healthcare Teamwork between Osteopathic Medical Students in an Interprofessional or Intraprofessional Clinical Education Program

The Effects of Industrial Training on Students’ Generic Skills Development

BackgroundAlthough generic skills development is a concern of educational policy and accreditation bodies, little is known about how engineering students perceive generic skills in relation to their motivation for learning such skills. The development of these skills is often done only through ad hoc approaches, without a well‐structured curriculum design framework. Disagreement over the nuances and interpretations of generic skills across disciplines makes framework design even more challenging.Purpose/HypothesisTo investigate students’ perceptions of generic skills on a disciplinary basis, this article reports the development and validation of the Generic Skills Perception Questionnaire designed for investigating engineering students’ perceptions of their level of competency in these skills.Design/MethodThe questionnaire was administered to 1,241 first‐year engineering students from three universities in Hong Kong. Most of the questionnaire was items asking students to rate their perceived level of competency in 38 generic skills. Exploratory and confirmatory factor analyses were performed to examine the psychometric properties of the instrument for providing evidence on reliability and validity.ResultsExploratory factor analysis resulted in eight scales. Confirmatory factor analyses demonstrated that the correlated eight‐factor model and higher‐order factor model provided an acceptable fit with the data. Cronbach's alpha values indicated that the scales were reliable.ConclusionsThe questionnaire was reliable and valid. Findings from the questionnaire will help develop a conceptual framework facilitating the understanding of engineering students’ generic skills development.

PurposeResearchers and policymakers have given attention to generic skills development in higher institutions. One of the intentions is to broaden graduate employability with generic skills. In South Africa, there is a paucity of research concerning future built environment practitioners’ (FBEP) generic skills development from the students’ perspective. Thus, this paper aims to investigate South Africa’s FBEP generic skills and suggest feasible solutions to improve FBEP generic skills from the students’ perception.Design/methodology/approachThe researchers collated the views of FBEP via a phenomenology type of qualitative research design. It covered selected South African public universities and investigated the discourses that underpin “perceived hindrance” in developing generic skills for FBEP. Selected 30 FBEP were engaged in the virtual interviews across three public universities. Data saturation was achieved. Three themes emerged and were analysed through a thematic analysis.FindingsFindings show that FBEP generic skills development will enhance integrated productivity and higher value for money in construction project delivery. But developing these skills demands a holistic approach. Findings have raised concern with the perceived hindrances facing FBEP in developing generic skills. Findings suggest the need to revisit and revamp the curricula to develop these skills and strengthen policies that will “nip” possible hindrances.Research limitations/implicationsThis study was limited to South Africa’s FBEP generic skills from students’ perception. In line with the limited resources, three public universities were covered from the selected provinces in South Africa. Future research with a more diverse sample is needed to ensure a better representative and generalisation of findings.Practical implicationsFindings show that apart from academic knowledge system thinking skills, civic responsibility skills and critical thinking skills are germane for intending construction industry professionals. Others are integrated teamwork skills, good attitude and communication skills, entrepreneurship skills and resources management skills. Findings from this paper may stir up the education sector’s stakeholders to revamp the curricula in enhancing these skills among students from the basic to higher institutions. The outcome will improve productivity in the construction industry.Originality/valueAlthough few scholars have discussed generic skills in the built environment, there are limited studies from the students’ context in developing countries, a South Africa case study, a gap this research aims to fill. Also, it proffers ways to mitigate perceived hindrances facing FBEP in developing generic skills.