Association of Pedagogical Training with the Social Skills of Medical Tutors in Problem-Based Learning Curriculum

Satisfactory interaction between tutor and student is fundamental to the success of problem-based learning, and social skills (SS) are essential in this context. The factors associated with a better repertoire of teachers’ SS are still unclear. Therefore, we aimed to assess tutors’ SS and investigate which factors might be related to a better repertoire of SS.

This cross-sectional study was conducted in Brazil and included tutors from the first to the eighth semester of the Unichristus Medical School. SS repertoire was assessed using the ISS-2-Del Prette and Del Prette questionnaire applied by psychologists. Generalized linear regression models with robust errors were used to verify the association between the study variables.

A total of 74 tutors participated, 50% of whom were female, with an average age of 39.6 years. There was a deficit in assertive conversation in 41.1% of the tutors, in expressing positive feelings in 47.9%, and in self-control and coping in 54.8%. Pedagogical training was associated with better SS (95vs86, p = 0.036). Length of medical activity and teaching experience were not associated with better SS.

The authors conclude that SS deficiency among tutors is highly prevalent and the lack of pedagogical training was significantly associated with a lower repertoire of skills.