Third-year Students Research Articles

Causal Factors in Thai EFL Public High School Students’ Anxiety over English Speaking Literacy for Communication

The aspects of language anxiety involve education, individual, and environment (Öztürk Gürbüz, 2014). The purpose of this research was to investigate the factors contributing to anxiety in English speaking literacy for communication among third-year high school students in a public school in Bangkok, Thailand. Employing a questionnaire-based approach, the investigation delved into the students’ experiences, emphasizing three aspects of anxiety: educational, individual, and environmental factors. The findings revealed high levels of anxiety across these dimensions, with educational factors such as grammatical mistakes and confidence in language skills playing a significant role. Individual anxieties, such as fear of being called on and physical manifestations during English classes, also contribute substantially to students’ overall anxiety. Environmental factors, including concerns about teacher and peer reactions, fear of ridicule, and unprepared questions, further heighten language anxiety. The study recommends interventions to enhance English language instruction, creates supportive learning environments, and addresses individual and social dynamics that contribute to anxiety. This research offers valuable insights for educators and policymakers to develop targeted strategies for improving English language literacy and fluency and fostering a conducive atmosphere for practical language usage among Thai students.

Changes in Mental Health among Japanese University Students during the COVID-19 Era: Differences by College Department, Graduate Level, Sex, and Academic Year.

This study compared the effects of academic year, college department, and undergraduate or graduate status on Japanese students' mental health during the COVID-19 pandemic. From 2021-2023, an online survey was conducted using the Counseling Center Assessment of Psychological Systems-Japanese (CCAPS-Japanese) to evaluate students' mental health; 9395 undergraduate students (4623 female, 4772 male) and 1169 graduate students (380 female, 789 male) responded. Undergraduate students in medicine had lower levels of depression, generalized anxiety, and social anxiety than those in other departments. Engineering students exhibited the highest level of academic distress. First-year students had the highest levels of generalized and social anxiety but the lowest level of academic distress. Second-year students had the lowest level of depression, and third-year students had the highest level of academic distress. Among graduate students, first-year students had higher levels of depression, generalized anxiety, social anxiety, academic distress, and hostility than second-year students. Undergraduates had poorer mental health than graduate students. Females had higher levels of eating concerns than males among undergraduate students. This study revealed that the mental health of university students was affected by various factors. These findings demonstrate the characteristics of university students requiring early support.

Do students' self-reflections of performance align with their graded performance in objective structured clinical exams?

IntroductionSelf-awareness of strengths and weaknesses through self-reflection are important for life-long learning and development. The aim of this study was to assess the alignment in third-year undergraduate pharmacy students' self-reflections of their objective structured clinical exam (OSCE) performance to their actual OSCE scores and explore the most common aspects students reflected on as markers of perceived performance. MethodsStudents completed a three-station OSCE and a written self-reflection about their performance. These reflections were coded using a latent pattern content analysis, with categories defined as “doing well (≥ 50% on exam)” and “not doing well (< 50% on exam)” and compared to their actual OSCE exam scores, to determine the degree of alignment. ResultsTwo hundred sixty-nine students completed the OSCE and reflection. Students had a low degree of alignment between their self-reflections and actual OSCE performance. Low alignment was overwhelmingly prevalent and significant in high-achieving students with OSCE scores of ≥90%. Most common aspects students reflected on as indicators of performance were finishing on time and communicating effectively. High-achieving students reflected on aspects such as empathy, systematic questioning, and patient teach-back as aspects of their performance. ConclusionsStudent reflections on exam performance do not align with their actual performance, particularly amongst the high-achieving students. High-achieving students were more aware of the different aspects that affected their performance. To ensure that high-achieving students are aware of their strengths, educators should provide more targeted feedback mechanisms and positive reassurances to help these students become more confident in their decision-making skills.

Knowledge and attitudes about vitamin A consumption and its relationship with night blindness in university students.

Night blindness is the first sign of vitamin A deficiency (VAD), which can lead to blindness if left untreated. University students may be at risk of VAD-related night blindness due to unhealthy eating attitudes and inadequate vitamin A intake. This study aimed to determine the relationship between knowledge and attitudes toward vitamin A consumption affecting night blindness in university students. This cross-sectional study involved 409 third-year university students of Universitas Islam Sultan Agung, Semarang, Indonesia. Participants completed questionnaires about socio-demographics, their knowledge of vitamin A, and attitudes toward vitamin A consumption. Night blindness symptoms among university students were assessed using the Low Luminance Questionnaire (LLQ), followed by a bivariate analysis of the Chi-Square test. Multivariate binary logistic regressions were used to determine whether the independent variables were associated with night blindness. A p-value less than 0.05 indicated significance. The prevalence of high-symptom night blindness was higher among males (26.4%) than females (5.7%). Out of 409 university students, 48 from the non-medicine cluster of the study program had a night blindness symptom. The prevalence was lower in students who studied in the medicine cluster program. The level of knowledge on vitamin A had a significant relationship with symptoms of night blindness [prevalence ratio (PR) = 2.239 (95% CI = 1.110-4.516)]. The attitudes toward vitamin A consumption were significantly associated with night blindness (PR = 2.560, 95% CI = 1.215-5.392). The results of this study show that the risk of night blindness in university students can be prevented by increasing their knowledge and attitudes toward consuming vitamin A-rich food. The university can provide health promotion and vitamin A supplementation to avoid night blindness among academia.

Medical Malpractice Cases Involving Medical Students.

This study uses a large national legal database to analyze characteristics of malpractice claims involving U.S. medical students. The Westlaw database was searched in September 2023 for malpractice cases involving medical students from January 1, 1900, through September 1, 2023. Each case was independently reviewed by 2 authors, abstracting each variable. Categorical data were summarized as frequency of occurrence (i.e., number and percentage), and continuous data were summarized with means, medians, and ranges. All authors independently reviewed the dataset to identify potential themes and codes. There were 65 cases that met the inclusion criteria. Reported patient outcomes were death (19, 29%), pain (25, 38%), and disability (36, 55%). The most common specialties involved were emergency medicine (16, 25%), general surgery (14, 22%), and obstetrics and gynecology (13, 20%). The most common primary alleged errors attributed to students related to medical decision-making (30, 46%), procedural complication (24, 37%), and poor communication (11, 17%). Among 23 (35%) cases reporting year of training, 1 (4%) included a second-year student, 13 (57%) included third-year students, and 9 (39%) included fourth-year students. Of the 65 lawsuits, 28 (43%) resulted in a settlement or verdict against the medical student. The total amount paid in these cases was $78,192,612, with a mean (median) of $3,007,408 ($1,050,000) per case. Of these 28 cases, 14 (50%) cited minimal or no physician supervision. Medical malpractice claims involving medical students are rare but commonly relate to medical decision-making, procedural complication, and poor communication, with a lack of supervision being frequently cited. These results can be used to guide students and supervising physicians on how to avoid scenarios that may increase vulnerability to medical malpractice lawsuits.

Paper-based geriatric interprofessional education for enhancing students’ interest in treating older people

Interprofessional education is one of the interventions used to increase health care students’ motivation for working with older patients. Previous research about such interventions has been conducted without the use of control groups and has given inconclusive results. The objective of the present curricular resource was: Does geriatric paper-based interprofessional education influence students’ interest in treating older people? During a one-year period, undergraduate fourth-year medical and third-year nursing students wrote four health care plans for four different paper-based older patient cases. In the intervention group students were paired up in interprofessional couples. In the control group students made the assignment alone. Interest for working with older patients was measured on a 5-point Likert scale before and one year after the intervention. In both groups, no significant change was found. Before-interest score of the interprofessional group was relatively high (3.8) so the non-significant results may be due to a ceiling effect. Nursing students’ interest in treating older people at the start of the research was higher than medical students’ interest.

State of professional readiness of the future physical education teachers

The current state of training of students of the faculties of physical education and sports requires modernization and improvement of the training process of future physical education teachers in secondary schools. The problem of forming the professional readiness of teachers is currently in the center of attention of the Ukrainian education sphere. Professional training of physical education teachers must meet the requirements of the methodology of modern science; organically fit into the general theory of the culture of the individual and society; to enable students to identify and solve philosophical, cultural, sociological, psychological and pedagogical problems. The purpose of the work is to determine the professional readiness of future physical education teachers to work in a secondary school. The research methodology is based on the theoretical and scientific-methodical levels of the main provisions of pedagogy and psychology, theory and methodology of physical education and professional education, laws and principles of the educational process in the field of physical culture and sports. Scientific methods were used in the research: analysis of literary sources, pedagogical observation, interview, questionnaire, assessment of professional readiness. The research was conducted at Zhytomyr Ivan Franko State University in 2021–2023, in which students of the third and fourth years (84 persons) of the Faculty of Physical Education and Sports took part. Scientific novelty. The acquired professional knowledge, skills and abilities at the level of the latest achievements of psychological-pedagogical, anatomical-physiological disciplines and a high level of physical and methodical preparation in the field of physical culture and sports are the basis of the successful activity of the future physical education teacher. Conclusions. It was established that 17.6% of third-year students had a high level of professional readiness, 50.9% had an average level and 31.5% had a low level. The fourth-year students showed better knowledge, abilities and skills, their professional training, and accordingly, their professional competences are higher: 23.8% have a high level of professional training, 51.8% - average, and only 24.4% - low.

Learning from Mistakes—Dental Students’ Learning Experiences from Adverse Clinical Events

Clinical training in the teaching practice is essential for developing patient-specific skills, yet the transition from preclinical to clinical training presents significant challenges for students. This study aimed to comprehend the challenges and issues faced by students at the onset of clinical training. It retrospectively investigated adverse events presented at the advanced dentistry course by third-year pre-doctoral students from classes 202A, 202B, and 202C during their initial ten months of clinical practice at the teaching institution. In this study, adverse events were defined as any undesirable experiences or incidents associated with a clinical treatment and administrative procedures. A total of 279 adverse events presented were categorized into eight disciplines: Treatment planning (TP), Operative (OP), Periodontics (PER), Endodontics (EN), Oral Surgery (OS), Fixed Prosthodontics (FP), Removable Prosthodontics (RP), and Patient Management (PM). The distribution of events was as follows: TP (11.5%), OP (17.7%), PER (13.1%), EN (6.9%), OS (6.2%), FP (24.2%), RP (5.0%), and PM (15.4%), with FP, OP and PM experiencing the highest rates of adverse events. The distribution pattern within the disciplines was consistent, and no statistical difference was observed. Across these disciplines, a lack of clinical skill competency was identified as a primary cause of adverse events. Other contributing issues included miscommunication, insufficient explanations to patients, a lack of administrative support, case complexity, and a deficit in diagnostic examinations and skills. The frequency of causes varied across the three classes, but no significant differences was noted in OP, FP and OS, in which over 80% of causes were related to clinical skill competency. Adverse events in clinical settings are frequent. Knowing these beforehand can aid students’ performance. Students should prepare thoroughly before clinical practice and understand common causes of errors. Educators should recognize the challenges inexperienced students encounter. Awareness of typical mistakes can enhance success in demanding clinical scenarios.

Developing sociolinguistic awareness through Japanese virtual linguistic landscapes in Sakubun classroom

ABSTRACT Sociolinguistic awareness is crucial for L2 learners because language is not just a set of grammatical rules and vocabulary; it is deeply intertwined with social and cultural context. The linguistic landscape serves as a conduit for discerning facets of language use in a given community. This study focuses on raising sociolinguistic awareness among L2 learners by utilising a virtual linguistic landscape in a pre-advanced Japanese writing class. We adopt a qualitative methodology to examine team-based projects within this writing class at a state university in Indonesia. The participants are third-year university students at an intermediate B1 level of CEFR standard. The course has 38 enrolled students, all included in this study. Our findings reveal that by analysing linguistic landscapes, students progress through stages of noticing and being aware of the multilingualism prevalent in their virtual environment. The project enables students to simulate the experience of navigating Japan by interacting with public signs in Japanese despite being geographically distant from the actual settings. It offers an intercultural experience that has the potential to enhance Japanese language education in Indonesia, especially as direct contact with the Japanese language environment, such as public signage in Japan, is typically unattainable for these learners.

Escape room jako metoda aktywizująca w nauczaniu języka niemieckiego na uczelni wyższej

The idea of using an escape room in foreign language teaching fits perfectly with the needs of today’s learners, where we create a natural learning environment using digital tools. In the winter semester 2022/2023, a project entitled ‘My linguistic Escape Room (ER)’ was carried out among 60 third-year undergraduate students of German Studies at the University of Warsaw Institute of German Studies as part of the subject ‘Contemporary trends in language learning’. This project comprised three phases and was preceded by theoretical and practical lectures on the specifics of ER, as well as a review of analogue and digital games. The initial part of the project consisted of the lecturer initiating the project, discussing topic proposals in a forum, dividing into teams and developing a preliminary project plan. The core part involved independent work in teams and the final part involved the presentation of ER scenarios to the forum and their evaluation. Each of these parts was carried out exclusively in German. The following article presents the results of the project. The tool used to collect the research material was a questionnaire. The aim of the study was to identify the opinions of 3rd year undergraduate German studies students on the use of escape rooms in higher education. The main part of the survey concerns the advantages and difficulties experienced during each of the three phases. In the final section of the survey, students declare a desire for further escape room games at university and also during their further academic career. This fact reinforces the belief that escape rooms are an interesting and engaging activation technique at university, which should become a permanent part of the teaching repertoire.

DIGITAL REFLECTIVE JOURNAL IN THE TRANSLATION CLASSROOM: DOES THE FORMAT CHANGE THE GAME?

Reflection is considered an integral part of modern translation classrooms, particularly within the framework of the social constructivist paradigm. To enhance its effectiveness, students' reflective activities should be supported with appropriate tools. This paper aims to compare the effectiveness of two formats of digital reflective journals. A mixed-methods research was conducted involving 34 third-year undergraduate translation students, who were divided into two sample groups (SG). They were instructed to accompany their translation submissions with reflective journal entries, either in a MS Word document (SG1) or in a digital reflective journal application (SG2). The research results indicated a statistically significant difference in the translation proficiency levels of students in the two SGs. Reflective journaling using a specific application resulted in better translation performance and higher quality journal entries over the term. This study highlights alternative approaches to reflective journal writing in translation classrooms. Future research could explore the evaluation of journal entries using digital tools.

ENHANCING L2 LEARNERS' WRITING: IMPACT OF PRODUCT AND PROCESS APPROACHES

This study investigated the effects of two approaches to teaching writing (product and process) on the development of writing skills of Moroccan EFL high-school students. Two intact classes of 86 third-year high-school students participated in the present study. A pre-test was administered to all participants to measure their writing competence in expository essay writing. Each group was then subjected to a specific treatment. The experimental group was instructed to use a process-based syllabus, while the control group followed the original product-based syllabus. In the process-oriented syllabus, students were guided through various stages of the writing process via activities like brainstorming, collaborative problem-solving, free writing, multiple drafting, structured peer feedback, and teacher-student conferences. Conversely, the product-oriented syllabus focused on teaching writing through model analysis, writing exercises, and structured feedback sessions with teachers. Following the instructional period, participants underwent a post-test to assess the impact of each approach on their writing proficiency. Statistical analyses, including Paired Samples T-test and Independent Samples T-test, demonstrated that both approaches led to improvements in students' writing performance, with the process-based approach being more effective. Participant feedback on the questionnaire also supported these findings. The study concludes by outlining implications for the teaching of writing in second language (L2) contexts.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/lit/0757/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

“The Catalysts of Choice:” Factors influencing the Choice of Specialization Areas by Management Undergraduates in University of Peradeniya, Sri Lanka

This study was contextually undertaken in the Faculty of Management, University of Peradeniya, with two objectives: to explore the contextual factors affecting the selection of specialization and to classify such contextual factors. The qualitative interpretive methodology, precisely a case study strategy, was followed. Thematic analysis was conducted on the data collected through semi-structured interviews with 24 second and third-year students from different ethnicities and genders. The study found that three major arenas, the self, the people, and the information, influence the choice of specialization areas. Theoretically, this is one of the pioneering qualitative explorations on the factors influencing the choice of specialization of management undergraduates of Sri Lankan State universities.

Perception, practice, and barriers toward research among pediatric undergraduates: a cross-sectional questionnaire-based survey

BackgroundScientific research activities are crucial for the development of clinician-scientists. However, few people pay attention to the current situation of medical research in pediatric medical students in China. This study aims to assess the perceptions, practices and barriers toward medical research of pediatric undergraduates.MethodsThis cross-sectional study was conducted among third-year, fourth-year and fifth-year pediatric students from Zhejiang University School of Medicine in China via an anonymous online questionnaire. The questionnaires were also received from fifth-year students majoring in other medicine programs [clinical medicine (“5 + 3”) and clinical medicine (5-year)].ResultsThe response rate of pediatric undergraduates was 88.3% (68/77). The total sample of students enrolled in the study was 124, including 36 students majoring in clinical medicine (“5 + 3”) and 20 students majoring in clinical medicine (5-year). Most students from pediatrics (“5 + 3”) recognized that research was important. Practices in scientific research activities are not satisfactory. A total of 51.5%, 35.3% and 36.8% of the pediatric students participated in research training, research projects and scientific article writing, respectively. Only 4.4% of the pediatric students contributed to publishing a scientific article, and 14.7% had attended medical congresses. None of them had given a presentation at a congress. When compared with fifth-year students in the other medicine program, the frequency of practices toward research projects and training was lower in the pediatric fifth-year students. Lack of time, lack of guidance and lack of training were perceived as the main barriers to scientific work. Limited English was another obvious barrier for pediatric undergraduates. Pediatric undergraduates preferred to participate in clinical research (80.9%) rather than basic research.ConclusionsAlthough pediatric undergraduates recognized the importance of medical research, interest and practices in research still require improvement. Lack of time, lack of guidance, lack of training and limited English were the common barriers to scientific work. Therefore, research training and English improvement were recommended for pediatric undergraduates.

Bringing Social Justice Context into Civil Engineering Courses for First-Year and Third-Year Students

Bringing Social Justice Context into Civil Engineering Courses for First-Year and Third-Year Students

Assessment of Perception of Learning by Undergraduate Dental Students in Delhi-NCR Region using Dundee Ready Educational Environment Measure: A Cross-Sectional Study

Abstract Background: Education in any dental institution and curriculum plays a vital role in the growth of students, which will help them acclimatize to the increased demand for dentistry. Purpose: This study aimed to evaluate the students’ perception of course curricula in three dental institutes in the Delhi-NCR region among undergraduate students and interns. Materials and Methods: This cross-sectional study was conducted among undergraduate students from first year till interns in three dental institutes of the Delhi-NCR region based on the Dundee Ready Educational Environment Measure (DREEM) questionnaire. The DREEM questionnaire was distributed using Google Forms. Six hundred seventy students from three institutes participated in the questionnaire, and data were tabulated and subjected to statistical analysis by the Kruskal–Wallis and the Mann–Whitney test. Results: The total mean DREEM score was 158.8/200 in the present study, which is excellent. The overall scoring of the domain showed a significant difference for the fourth BDS for students’ perception of atmosphere (P = 0.001) and for the third-year students for students’ academic self-perception (P = 0.004). In the present study, all subdomains scored &gt; 2, which means students had positive attitudes toward learning. Conclusion: Although students had positive learning perceptions in all three institutes, there were some problematic areas, such as stress during dental courses, for which policies should be formulated and implemented in dental institutes. The students were found to be too tired at the dental institute; they could not enjoy the program. Student-centered teaching programs can be employed to improve on the weaknesses of institutes.

The impact of an Entwistle-based educational curriculum on some student's artistic gymnastics skills

The study was significant since it used an Entostel model technique with auxiliary means to determine the effect on some cerebral capacities and artistic gymnastics capabilities. The researcher's personal desire to attempt anything new in order to attain the learner's highest levels while saving time and effort in mastering his skills led to the study challenge. The researcher opted to investigate learning methods based on Entwistle theory and implement its processes, which could be effective in improving students' mental capacity for learning. In addition to improving some of the technical performance of the investigated skills. Believing that educational communication and the integration of the process's fundamental pillars yield positive results. The study's goal was to create an educational program based on the Entwistle model for developing pupils' most significant cerebral talents as well as some artistic gymnastics capabilities. In addition, determines the impact of the Entwistle model's educational curriculum on the development of pupils' most significant mental capacities as well as some artistic gymnastics skills. The researcher employed the experimental approach to adapt to the nature and problem of the study, employing the control and experimental groups with pre-and post-testing. The study was limited to third-year students at the College of Physical Education and Sports Sciences in the academic year 2022-2023, with a total of 165 students divided into three academic divisions (B, C, and D).

Development of Evaluation Criteria for Training Fire Students to Enable New Rescue Roles in Vietnam

The literature on the appropriate education criteria for training young emergency responders in developing countries is scarce. A gap exists between general education and emergency responder education regarding the criteria used for designing education courses and evaluating students. This study reviewed the criteria used at the University of Fire Prevention and Fighting in Vietnam. Although the university had used Bloom’s taxonomy, one of the well-known evaluation criteria for general education programs, in addition to the professional criteria for emergency management, only the bottom three levels of the taxonomy were considered. The authors designed a new training course to prepare and conduct landslide rescue exercises, and applied all six levels of Bloom’s taxonomy to evaluate students’ performance and responses. The course included lectures, an exercise, and a hot debriefing session for 52 third-year students. Consideration of all levels of Bloom’s taxonomy enabled the identification of differences in learning performance between exercise participants and observers among the students. The evaluation results based on the general and professional education criteria differed regarding the performance of students with work experience. This study showed that the full use of Bloom’s taxonomy could help improve firefighters’ training courses. Assessing students from different perspectives using both general and professional education evaluation criteria is important for measuring students’ diverse abilities.

Nursing students' experiences of the clinical learning environment at Hafr Al Batin University: A cross-sectional study

The clinical learning environment plays a crucial role in nursing education, significantly affecting student learning. This research aimed to examine the learning experiences of nursing students at the University of Hafr Al Batin, specifically within their clinical learning environments. The study used the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) scale to assess these experiences in hospital placements. Participants included nursing students in their second year and beyond who had completed at least one clinical placement in hospitals. The research adopted a quantitative approach, utilizing descriptive and inferential statistical methods for data analysis. Results indicated that final-year students were less satisfied with certain aspects, including the physical environment of the ward, supervisory relationships, and the involvement of nurse teachers. In contrast, second and third-year students generally viewed the clinical learning environment more positively. These outcomes are consistent with findings from international studies. The study suggests the importance of enhancing the roles of nurse teachers and supervisors to improve nursing students' learning experiences. Further qualitative research is recommended to gain a deeper understanding of these issues.

Positive outcomes of implementing applied theatrical improvisation in communication trainings/ workshops for healthcare students in two European countries: a comparative study

IntroductionEffective communication has been shown to improve patients’ health outcomes. This study utilizes medical improvisation techniques to teach communication skills to different groups of health students (nurses, midwives, medical doctors, speech therapists).ObjectivesOur objective was to design and compare an interprofessional workshop that incorporates applied improvisation to train different groups of healthcare students in communication skills, resilience, dealing with failure and empathy. Medical improvisation is an innovative concept to prepare healthcare students to be more effective communicators.MethodsRequired medical improv workshops (using applied improvisational theater techniques) were held for first to third-year students in France and in Hungary. Workshop evaluations were obtained before and following the last session and at 3 months post-workshop for one cohort. The courses incorporated role plays, listening, storytelling and verbal/ nonverbal exercises to help students communicate with empathy and clarity. The two countries used the same questionnaires for assessment (Interpersonal Communication Questionnaire and Intolerance Uncertainty Scale)Results24 medical students participated in the Hungarian improvisation workshops, and 26 speech therapists students in the French improvisation workshops. In the finished Hungarian research over 90% of students rated the workshops as above average or excellent. Students reported a gain in insights regarding their role as a clinician (≥ 90%), an improvement in their ability to demonstrate effective communication (80–87%), and a positive impact on teamwork (91–93%). At 3 months post-workshop, students reported they had used at least 1 improvisation skill on their clinical wards. Both countries can claim promising results so far in their separate studies, our results comparing the French and Hungarian data using synchronized scales and questionnaires is currently in progress, and will be processed by the end of this year.ConclusionsThis study demonstrates that medical improvisation exercises can be scaled to different fields of healthcare students in various years of their studies and that using improv in healthcare education is universal in its short and long-term effects. Further, we found that students felt that it improved their communication. This study also provides new insights regarding specific improvisation exercises that are most useful for the clinical environment.Keywords: Improvisation. Medical improvisation. Applied Improvisation. Medical education. Communication. Uncertainty tolerance. Soft skills trainingDisclosure of InterestNone Declared