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Background <p>The work of physiotherapists underscores the significance of social competencies that are indispensable for the effective implementation of therapy. The participation of healthcare professional students, including physiotherapists in social skills workshops has been demonstrated to result in a notable enhancement of these skills measured immediately after the class. This was confirmed by the research presented. The aim of the present study was to evaluate the immediate and deferred effects of workshop activities designed to develop the social competences and emotional intelligence of physiotherapy students.</p> Methods <p>The study was conducted using a quasi-experimental model with a pre-test and two post-tests in one experimental group with an intervention targeting the development of social competences. The experimental factor was interpersonal skills and communication workshop based on active methods (10.5&#xa0;h). Scores on the Social Competence Questionnaire (KKS) and the Emotional Intelligence Questionnaire (INTE) with a Polish adaptation were used as indices of social skills. Observations from eighty-nine Józef Piłsudski University of Physical Education in Warsaw physiotherapy students including 50 women were analysed; age of participants (follow-up test): 19–32 years, x̄ =21.56, Mdn = 21.</p> Result <p>A significant increase in the students’ indices of social competences and emotional intelligence was observed immediately after the workshop and a decrease to baseline values was found after a period of nine months. No gender effect was found. The strongest predictor of competence growth in the third measurement was found to be their high level in the pre-test. In contrast, a negative predictor of competence change was an increase in competences immediately after the workshop.</p> Conclusion <p>Interpersonal skills workshops are likely to contribute to the increase in social competences and emotional intelligence of physiotherapy students. Nevertheless, the impact of the workshops is short-term, with participants’ levels of social competences and emotional intelligence returning to their baseline over time. It seems necessary to incorporate additional courses in the university curriculum to sustain these skills or to integrate such effects into existing courses.</p>

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Immediate and deferred changes in social competences of physiotherapy students following the participation in interpersonal skills workshops and communication

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月20日

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  • Joanna Femiak,
  • Monika Guszkowska,
  • Marcin Czechowski

摘要

Background

The work of physiotherapists underscores the significance of social competencies that are indispensable for the effective implementation of therapy. The participation of healthcare professional students, including physiotherapists in social skills workshops has been demonstrated to result in a notable enhancement of these skills measured immediately after the class. This was confirmed by the research presented. The aim of the present study was to evaluate the immediate and deferred effects of workshop activities designed to develop the social competences and emotional intelligence of physiotherapy students.

Methods

The study was conducted using a quasi-experimental model with a pre-test and two post-tests in one experimental group with an intervention targeting the development of social competences. The experimental factor was interpersonal skills and communication workshop based on active methods (10.5 h). Scores on the Social Competence Questionnaire (KKS) and the Emotional Intelligence Questionnaire (INTE) with a Polish adaptation were used as indices of social skills. Observations from eighty-nine Józef Piłsudski University of Physical Education in Warsaw physiotherapy students including 50 women were analysed; age of participants (follow-up test): 19–32 years, x̄ =21.56, Mdn = 21.

Result

A significant increase in the students’ indices of social competences and emotional intelligence was observed immediately after the workshop and a decrease to baseline values was found after a period of nine months. No gender effect was found. The strongest predictor of competence growth in the third measurement was found to be their high level in the pre-test. In contrast, a negative predictor of competence change was an increase in competences immediately after the workshop.

Conclusion

Interpersonal skills workshops are likely to contribute to the increase in social competences and emotional intelligence of physiotherapy students. Nevertheless, the impact of the workshops is short-term, with participants’ levels of social competences and emotional intelligence returning to their baseline over time. It seems necessary to incorporate additional courses in the university curriculum to sustain these skills or to integrate such effects into existing courses.