Abstract
BACKGROUND: Satisfactory interaction between tutor and student is fundamental to the success of problem-based learning, and social skills (SS) are essential in this context. The factors associated with a better repertoire of teachers' SS are still unclear. Therefore, we aimed to assess tutors' SS and investigate which factors might be related to a better repertoire of SS. METHODS: This cross-sectional study was conducted in Brazil and included tutors from the first to the eighth semester of the Unichristus Medical School. SS repertoire was assessed using the ISS-2-Del Prette and Del Prette questionnaire applied by psychologists. Generalized linear regression models with robust errors were used to verify the association between the study variables. RESULTS: A total of 74 tutors participated, 50% of whom were female, with an average age of 39.6 years. There was a deficit in assertive conversation in 41.1% of the tutors, in expressing positive feelings in 47.9%, and in self-control and coping in 54.8%. Pedagogical training was associated with better SS (95vs86, p = 0.036). Length of medical activity and teaching experience were not associated with better SS. CONCLUSIONS: The authors conclude that SS deficiency among tutors is highly prevalent and the lack of pedagogical training was significantly associated with a lower repertoire of skills. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-024-02123-8.