JMIR Publications

ABSTRACT

This exploratory study examined how clinical, digital, and soft skills are addressed in the training of healthcare professionals and how these competencies relate to perceived professional development. We analyzed 1,632 post-module evaluations from a satisfaction questionnaire, classifying modules by competency type and responses by participants’ professional profiles. The results indicate that perceptions of training differ by both professional group and competency type. Doctors tended to rate the usefulness of materials, confidence gained, and achievement of objectives more positively than nurses, administrative staff, and other professionals, particularly in modules focused on clinical and soft skills. By contrast, digital-skills modules received lower and more homogeneous evaluations across groups. These findings suggest that training programs should combine technical content with participants lived experiences, ensuring both knowledge acquisition and relevance to daily practice. We outline methodological recommendations for tailoring content and pedagogy to distinct professional profiles and for developing contextualized and sustainable training in the healthcare field.