ArticleBMC medical education2026
Immediate and deferred changes in social competences of physiotherapy students following the participation in interpersonal skills workshops and communication.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
backgroundThe 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.
methodsThe 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.
resultA 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.
conclusionInterpersonal 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.
Indexed as
Identifiers
What OpenQuestion holds
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.