ArticleJMIR research protocols2025
Addressing the Socioemotional Dimension of Medical Education: Protocol for a Scoping Review of Student-Driven Development Strategies.
Article in JMIR research protocols, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Identifying Core and Bridge Nodes of Psychological Capital and Social-Emotional Competence Among Medical Students: A Network Analysis Study.Psychology research and behavior management · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
19 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe current international context, marked by complex global challenges, necessitates the rapid intervention of higher education institutions to contribute to social transformation. Medical education, in particular, is undergoing significant changes influenced by various factors, including the evolving health care environment and shifting social expectations. Socioemotional skills are increasingly recognized as essential competencies for medical professionals, contributing to better patient care, improved communication, and enhanced teamwork.
objectiveThis scoping review aims to provide a comprehensive overview of the current literature on strategies employed by medical students to develop and promote their socioemotional skills in academic and hospital settings.
methodsThe review will be conducted according to the guidelines of the Joanna Briggs Institute, and the results will be presented in accordance with PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews). Eligibility criteria include studies focusing on medical students at any stage of their education, addressing strategies for developing socioemotional skills in academic or clinical contexts. Information sources include Embase, Emerald, PsycNet, PubMed, Scopus, and Web of Science, with searches conducted from January 2000 to April 2025. Gray literature sources, including ProQuest Dissertations & Theses Global, Conference Proceedings Citation Index, and OpenGrey, will also be searched. Two independent reviewers will screen titles, abstracts, and full texts. Data will be extracted using a standardized form and synthesized through narrative synthesis and thematic analysis.
resultsResults from our initial searches indicate a diverse range of literature addressing student-driven strategies for socioemotional skill development in medical education. The scoping review is progressing according to the following timeline. Protocol development and registration was completed in January 2025. Search strategy refinement was completed in February 2025. The initial database searching was expected to be completed in March or April 2025. Title and abstract screening are anticipated to be performed in May or June 2025. Full-text review and data extraction are anticipated to be performed in July to August 2025. Data synthesis and analysis are anticipated to be completed by September or October 2025. The manuscript is expected to be prepared and submitted by November or December 2025.
conclusionsThe findings of this review may have significant implications for medical education curricula, informing the integration of socioemotional skill development alongside traditional medical knowledge and technical skills. Furthermore, the review may uncover gaps in the existing literature, highlighting areas that require further research and investigation. This scoping review will contribute to the growing body of knowledge on the importance of socioemotional skills in medical education. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/66757.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.