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Introduction <p>The academic performance of medical students should consider both cognitive and non-cognitive assessments. However, personal characteristics and personality traits are still underestimated in pedagogical planning. This study explores the influence of psychological typology and social skills on the academic performance of medical students on active learning.</p> Materials and Methods <p>A cross-sectional, quantitative study was conducted with all 119 first-year medical students at a private Brazilian institution. Participants completed the Typological Assessment Questionnaire (QUATI) based on Jung’s psychological types, the Social Skills Questionnaire (CHASO), and a sociodemographic survey. General linear models with robust errors examined the relationship between psychological attributes, social skills, and academic performance.</p> Results <p>Students with “Feeling” and “Sensation” dominant psychological functions presented significantly higher academic performance after multivariate adjustment (Feeling (8.01 mean performance score (95% CI 7.83–8.19)), Sensation (7.87 (7.54–8.20)), Intuition (6.90 (4.67–9.12)), <i>p</i> &lt; 0.05). Social skills, however, did not exhibit a direct association with performance. Introversion and extroversion also showed no significant impact on academic outcomes.</p> Conclusions <p>While cognitive abilities are pivotal, research emphasizes non-cognitive factors, such as personality traits and social skills, and their overlooked impact on academic success. This study highlights the importance of understanding psychological diversity in medical education to foster individualized learning approaches and provide targeted support. Tailored pedagogical strategies addressing psychological diversity can enhance academic success and prepare students for collaborative professional environments, emphasizing that such assessments should be used for educational adaptation and support, although not for student selection or discrimination.</p>

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Beyond the Cognitive: The Role of Social and Psychological Skills in Medical Academic Performance in the Context of Active Learning

  • 期刊论文

  • 发表日期：

    2025年8月29日

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  • Livia Maria Costa Azevedo,
  • Marcos Kubrusly,
  • Júlia Mendes do Carmo,
  • Henrique Sousa Costa,
  • Silvia Fernandes Ribeiro da Silva,
  • Hermano Alexandre Lima Rocha

摘要

Introduction

The academic performance of medical students should consider both cognitive and non-cognitive assessments. However, personal characteristics and personality traits are still underestimated in pedagogical planning. This study explores the influence of psychological typology and social skills on the academic performance of medical students on active learning.

Materials and Methods

A cross-sectional, quantitative study was conducted with all 119 first-year medical students at a private Brazilian institution. Participants completed the Typological Assessment Questionnaire (QUATI) based on Jung’s psychological types, the Social Skills Questionnaire (CHASO), and a sociodemographic survey. General linear models with robust errors examined the relationship between psychological attributes, social skills, and academic performance.

Results

Students with “Feeling” and “Sensation” dominant psychological functions presented significantly higher academic performance after multivariate adjustment (Feeling (8.01 mean performance score (95% CI 7.83–8.19)), Sensation (7.87 (7.54–8.20)), Intuition (6.90 (4.67–9.12)), p < 0.05). Social skills, however, did not exhibit a direct association with performance. Introversion and extroversion also showed no significant impact on academic outcomes.

Conclusions

While cognitive abilities are pivotal, research emphasizes non-cognitive factors, such as personality traits and social skills, and their overlooked impact on academic success. This study highlights the importance of understanding psychological diversity in medical education to foster individualized learning approaches and provide targeted support. Tailored pedagogical strategies addressing psychological diversity can enhance academic success and prepare students for collaborative professional environments, emphasizing that such assessments should be used for educational adaptation and support, although not for student selection or discrimination.