Are doctors' soft skills adequately supported by medical curricula?  A study on medical schools in Turkiye.

Hayriye Nur Gorkemli

doi:10.6018/edumed.719691

Autores/as

Hayriye Nur Gorkemli Selcuk University https://orcid.org/0000-0001-5506-1343

DOI: https://doi.org/10.6018/edumed.719691

Palabras clave: Competencias sociales, formación médica, plan de estudios de medicina, análisis del plan de estudios

Resumen

El objetivo de este estudio es analizar en qué medida se incluyen las competencias sociales, un elemento importante que complementa las competencias técnicas de los médicos, en los planes de estudio de las facultades de medicina de Turquía. Para ello, se consultaron los sitios web de todas las facultades y se examinaron los planes de estudios del curso académico 2023-2024 utilizando el método de análisis de contenido. Basándose en las categorías de habilidades blandas identificadas por el Ministerio de Educación Superior de Malasia, se analizó si estos cursos se incluían en los planes de estudio, en qué categorías se ofrecían y en qué periodo de la formación médica se impartían. Se constató que todas las facultades de medicina objeto del estudio contaban con cursos de habilidades blandas, ya fueran optativos u obligatorios. Sin embargo, el 12,3 % de las universidades no incluía un curso obligatorio de habilidades blandas en su plan de estudios. Mientras que el 83 % de las universidades concentraba los cursos de habilidades blandas únicamente en los tres primeros años de la formación médica, el porcentaje de facultades que distribuía estos cursos a lo largo de todo el periodo de formación, incluidos los tres últimos años, era solo del 2,3 %. Al examinar la distribución de los cursos por categoría, se observó que los cursos de «Comunicación» eran los más comunes, seguidos de los de «Ética» y «Aprendizaje permanente y tecnologías de la información». Se constató que los cursos de las categorías «Pensamiento crítico y resolución de problemas», «Liderazgo» y «Trabajo en equipo» estaban significativamente infrarrepresentados. Se recomienda diseñar los planes de estudios de las facultades de medicina de manera que incluyan todas las categorías de competencias no técnicas y que estas se distribuyan de forma sistemática a lo largo de todo el proceso educativo.

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