The Impact of a One-Day Multidisciplinary Workshop on Medical Students' Self-Assessed Confidence, Knowledge, and Teamwork Skills: A Pre-Post Study.

Abstract

Background and objectives: Medical workshops serve as interactive learning sessions that allow medical students to apply their extensive theoretical knowledge in a structured, low-stress environment. This study aimed to evaluate the impact of a self-developed multidisciplinary workshop on participants' self-reported confidence, teamwork, leadership skills, and theoretical knowledge acquisition.

Methods: The present study gathered data from 100 participants. Two surveys, each comprising three sections, were administered: a multiple-choice questionnaire (MCQ), with distinct versions for pre- and post-workshop assessment; a self-confidence questionnaire; and a non-technical skills questionnaire structured using a Likert-scale format.

Results: Regarding self-assessed confidence, significant increases were observed across all workshop stations (p < 0.001, Wilcoxon signed-rank test), with all effect sizes classified as large (Cohen's d > 0.8). In terms of theoretical knowledge, students demonstrated substantial improvement, with the median score increasing from 5.92 to 8.2, and no significant differences identified between study years (p = 0.895). Non-technical skills, including teamwork and leadership, were assessed using two questions each, revealing a statistically significant improvement in pre- and post-intervention (p < 0.001) with large effect sizes.

Conclusion: This study demonstrated that the one-day multidisciplinary workshop increases medical students' confidence by refining their communication skills, broadening their understanding of different roles in healthcare, and improving their ability to collaborate effectively.