Perspectives of medicine, human biology, and nursing undergraduates on transversal skills learning: a mixed-methods study

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• dc.contributor.author Silva Fontana-Rosa, Nathalia
• dc.contributor.author González-de Paz, Luis
• dc.contributor.author Codina Rodríguez, Ana C.
• dc.contributor.author Pérez Riart, María
• dc.contributor.author Carrió, Mar
• dc.date.accessioned 2025-10-21T16:32:29Z
• dc.date.available 2025-10-21T16:32:29Z
• dc.date.issued 2025
• dc.date.updated 2025-10-21T16:32:28Z
• dc.description.abstract Background: In health sciences practice, interpersonal skills, critical thinking, and learning-to-learn are crucial transversal skills. Effective teaching necessitates the understanding of undergraduates' views. This study explored undergraduate experiences in human biology, medicine, and nursing degrees in learning transversal skills. Methods: An exploratory sequential mixed method design with qualitative data collection and a subsequent online survey study. Three focus groups were conducted with third- and fourth-year undergraduates, and data were analyzed with thematic analysis. The online survey targeted undergraduate students from all academic years to address inconclusive details. Analysis entailed descriptive statistics, and associations differences in responses by degrees were analyzed using chi-square tests or Fisher's Exact Test. Results: Thirteen undergraduates participated in focus groups and 159 in the online survey. Three thematic areas emerged: the training received and its perceived relevance, the evaluation, and the learning methods. Undergraduates expressed that transversal skills were necessary for self-personal growth and professional development; however 50.7% reported not receiving specific training. Human biology and medicine undergraduates reported less training in critical thinking compared to nursing (29.03% and 32.7% vs. 76%, p < 0.001) and in interpersonal and relational skills (16.1% and 16.3% vs. 57%, p < 0.001). Subjectivity is an issue compared to traditional testing, with 39.6% of undergraduates reporting knowing the assessment methods of transversal skills and 56% trusting the preparation of teaching staff. >80% of undegraduate students wanted more participatory methodologies -from classroom methodology to problem-based assessments and simulation, while plenary lectures and gamification were less preferred. Conclusion: Health sciences undergraduates advocated for effectively integrating transversal skills in their programs. Nursing undergraduates showed higher satisfaction and expressed having experienced more transversal skills learning than human biology and medicine undergraduates. Undergraduates required educators to receive more support and training in adopting methodologies that facilitate transversal skill acquisition through changes in the assessment methods and substantive transformation of the program curricula.
• dc.format.mimetype application/pdf
• dc.identifier.citation Fontana-Rosa NS, González-de Paz L, Codina-Rodríguez AC, Pérez-Riart M, Carrió-Llach MDM. Perspectives of medicine, human biology, and nursing undergraduates on transversal skills learning: a mixed-methods study. BMC Med Educ. 2025 Jan 31;25(1):162. DOI: 10.1186/s12909-025-06749-z
• dc.identifier.doi http://dx.doi.org/10.1186/s12909-025-06749-z
• dc.identifier.issn 1472-6920
• dc.identifier.uri http://hdl.handle.net/10230/71616
• dc.language.iso eng
• dc.publisher BioMed Central
• dc.relation.ispartof BMC Medical Education. 2025;25(1):162
• dc.rights © The Author(s) 2025. Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/.
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/
• dc.subject.keyword Assessment
• dc.subject.keyword Critical thinking
• dc.subject.keyword Higher education
• dc.subject.keyword Real-world outcomes
• dc.subject.keyword Transversal skills
• dc.title Perspectives of medicine, human biology, and nursing undergraduates on transversal skills learning: a mixed-methods study
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion