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Background Medical schools worldwide emphasize elective posting (EP) in undergraduate medical curriculum, allowing students freedom to choose a project of their interest. At University Kebangsaan Malaysia (UKM), medical faculty, EP of four-weeks takes place at the end of year-3, where students freely choose project. Objectives During COVID -19 pandemic in 2020 under movement control order (MCO), there was a shift in the types of electives undertaken by students, along with shifting of teaching-learning from face-to-face to online. Method This study aimed to determine the students’ achievement during EP under MCO. It was a retrospective study designed and conducted from October 2020 to September 2021 by examining 122 year-3 medical students’ EP performance documents of 488 Padlet journals uploaded weekly to Padlet.com and 122 reflective reports submitted at completion of EP. A qualitative data analysis was done, and a panel of experts verified the outcomes. Appropriate sentences were coded into several themes and subthemes. Results Students’ achievement in EP was categorized into three major themes: Theme-1: Course Learning Outcomes (CLO) soft skills; Theme-2: Additional soft skills; and Theme-3: Hard skills. Reflective was the main subtheme under CLO soft skill, showing the students’ ability to reflect. Adaptability and problem-solving emerged as key skills under theme-2, while media production was noted key skills under theme-3. Despite the imposed restrictions during pandemic with shifting teaching-learning approach, students achieved the skills stated in the CLO of elective course, including additional soft and hard skills. Conclusion These findings can be utilized to boost the design and implementation of future elective postings. Bangladesh Journal of Medical Science Vol. 24 No. 02 April’25 Page : 629-640                               

Soft skills such as communication and collaboration are vital in both professional and educational settings, yet difficult to train and assess objectively. Traditional role-playing scenarios rely heavily on subjective trainer evaluations—either in real time, where subtle behaviors are missed, or through time-intensive post hoc analysis. Virtual reality (VR) offers a scalable alternative by immersing trainees in controlled, interactive scenarios while simultaneously capturing fine-grained behavioral signals. This study investigates how task design in VR shapes non-verbal and paraverbal behaviors during dyadic collaboration. We compared two puzzle tasks: Task 1, which provided shared visual access and dynamic gesturing, and Task 2, which required verbal coordination through separation and turn-taking. From multimodal tracking data, we extracted features including gaze behaviors (eye contact, joint attention), hand gestures, facial expressions, and speech activity, and compared them across tasks. A clustering analysis explored whether o not tasks could be differentiated by their behavioral profiles. Results showed that Task 2, the more constrained condition, led participants to focus more visually on their own workspaces, suggesting that interaction difficulty can reduce partner-directed attention. Gestures were more frequent in shared-visual tasks, while speech became longer and more structured when turn-taking was enforced. Joint attention increased when participants relied on verbal descriptions rather than on a visible shared reference. These findings highlight how VR can elicit distinct soft skill behaviors through scenario design, enabling data-driven analysis of collaboration. This work contributes to scalable assessment frameworks with applications in training, adaptive agents, and human-AI collaboration.

Purpose: The purpose of this paper is, first, to examine student perspectives of their university experience in terms of the soft employability skills they develop; second, how prepared those students feel for the future employment market and finally investigate whether there are differences in perceptions between Chinese and Malaysian students given their different educational experience. Design/methodology/approach: In this study, 361 predominantly Chinese undergraduate students at two universities, one in China and the other in Malaysia completed the 15-item Goldsmiths soft skills inventory using an online survey. Findings: The results, analysed using factor analysis and confirmatory factor analysis, indicated that the university curriculum develops student soft skills, particularly in the Malaysian university and supports the relationship between soft skill and student preparedness for employment. The results also indicate that compared with the respondents from the Chinese university, the Malaysian university respondents were more likely to be positive to statements concerning their respective university's ability to develop their soft skills. Research limitations/implications: Such findings have implications for education providers and business in that it is important for universities to embed soft skills into the curriculum in order to develop graduate work readiness. Originality/value: What this research contributes is not only consolidation of existing research in the contemporary context of a disruptive jobs market, it takes research forward through analysing student perceptions from two universities, one in Malaysia and the other in China, of the skills they develop at university and the importance of soft skills to them and their perceptions of future employment and employability. Such research will provide insight, in particular, into the role of education providers, the phenomena of underemployment among graduates in China, and be of practical significance to employers and their perception that graduates lack the necessary soft skills for the workplace (Anonymous, 2017a; Stapleton, 2017; British Council, 2015; Chan, 2015).

\"This book will introduce fourteen of the most important soft skills in the field of education. It will explain how each skill is used in teaching as well as ideas for how to model and explain them in college classrooms, field experiences, and student teaching\"-- Provided by publisher.

Online physician reviews are an important source of information for prospective patients. In addition, they represent an untapped resource for studying the effects of gender on the doctor-patient relationship. Understanding gender differences in online reviews is important because it may impact the value of those reviews to patients. Documenting gender differences in patient experience may also help to improve the doctor-patient relationship. This is the first large-scale study of physician reviews to extensively investigate gender bias in online reviews or offer recommendations for improvements to online review systems to correct for gender bias and aid patients in selecting a physician. This study examines 154,305 reviews from across the United States for all medical specialties. Our analysis includes a qualitative and quantitative examination of review content and physician rating with regard to doctor and reviewer gender. A total of 154,305 reviews were sampled from Google Place reviews. Reviewer and doctor gender were inferred from names. Reviews were coded for overall patient experience (negative or positive) by collapsing a 5-star scale and coded for general categories (process, positive/negative soft skills), which were further subdivided into themes. Computational text processing methods were employed to apply this codebook to the entire data set, rendering it tractable to quantitative methods. Specifically, we estimated binary regression models to examine relationships between physician rating, patient experience themes, physician gender, and reviewer gender). Female reviewers wrote 60% more reviews than men. Male reviewers were more likely to give negative reviews (odds ratio [OR] 1.15, 95% CI 1.10-1.19; P<.001). Reviews of female physicians were considerably more negative than those of male physicians (OR 1.99, 95% CI 1.94-2.14; P<.001). Soft skills were more likely to be mentioned in the reviews written by female reviewers and about female physicians. Negative reviews of female doctors were more likely to mention candor (OR 1.61, 95% CI 1.42-1.82; P<.001) and amicability (OR 1.63, 95% CI 1.47-1.90; P<.001). Disrespect was associated with both female physicians (OR 1.42, 95% CI 1.35-1.51; P<.001) and female reviewers (OR 1.27, 95% CI 1.19-1.35; P<.001). Female patients were less likely to report disrespect from female doctors than expected from the base ORs (OR 1.19, 95% CI 1.04-1.32; P=.008), but this effect overrode only the effect for female reviewers. This work reinforces findings in the extensive literature on gender differences and gender bias in patient-physician interaction. Its novel contribution lies in highlighting gender differences in online reviews. These reviews inform patients' choice of doctor and thus affect both patients and physicians. The evidence of gender bias documented here suggests review sites may be improved by providing information about gender differences, controlling for gender when presenting composite ratings for physicians, and helping users write less biased reviews.

This article examines a series of well-documented changes in post-war English higher education: the massification of, and increased differentiation within, the system, as well as changing relationships between credentials, skills and incomes. It offers an account of the new liberal arts degrees rapidly emerging at both elite and non-elite universities in England, explaining these as a response to, and negotiation of, an ever-changing higher-education landscape. Through an analysis of the promotional websites of the 17 English liberal arts degrees offered in the 2016–2017 academic year, the article links their emergence to broader trends, while insisting that there are crucial differences in the ways in which elite and non-elite universities use new degrees to negotiate the higher education landscape.