Training Gaps and Application of Soft Skills in Ugandan Health Sciences Education: A Cross-Sectional Pilot Study.
DOI:
https://doi.org/10.51168/sjhrafrica.v7i3.2498Keywords:
Soft skills, Training gaps, Competency-based education, Health sciences education, Uganda, Mixed-methods pilot study, Communication and professionalism, Curriculum reformAbstract
Background:
Soft skills such as communication, emotional intelligence, professionalism, and teamwork are critical for effective health care delivery. Yet training in these domains remains limited in diploma programmes across sub‑Saharan Africa, particularly in health sciences education. This pilot study examined gaps between confidence, perceived importance, and training frequency of soft skills; identified trainee‑suggested priorities; and explored their application in clinical practice.
Method:
A cross‑sectional mixed‑methods pilot study was conducted among allied health trainees in Uganda. Quantitative data were analysed using descriptive statistics, bootstrapped confidence intervals, and paired samples tests. Qualitative responses were thematically analysed to capture experiences of applying soft skills in practice.
Results:
Trainees reported high confidence and perceived importance (means 3.9–4.6), but lower training frequency (means 3.5–3.8). Importance exceeded training by the largest margin, while confidence was consistently lower than importance. Communication, emotional intelligence, professionalism, ICT, and safeguarding emerged as priority areas. Clinical narratives confirmed application of soft skills in counseling, teamwork, and professionalism, but highlighted challenges in emotionally demanding encounters such as breaking bad news.
Conclusion:
Findings reveal a training shortfall relative to both confidence and perceived importance. Trainees value and attempt to apply soft skills, yet curricula provide limited structured opportunities for practice and reflection. This mismatch underscores the need for curriculum reform to strengthen graduate readiness for patient‑centred care.
Recommendations:
Curricula should embed structured soft skills modules, emphasising communication, emotional intelligence, professionalism, ICT, and safeguarding. Faculty development is needed to enhance role‑modeling, while policy alignment with the WHO Africa frameworks will ensure sustainability. Future research should replicate and expand this pilot to validate findings and explore long‑term outcomes.
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