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Innovative Psychosocial Skills Training Programme for Dental Students: A Pilot Study
Anne-Sophie Vaillant-Corroy1,2,3, Claire Egloff-Juras1,2,4, Marjorie Faure5,6,7
1UFR d'odontologie de Lorraine, Université de Lorraine, Vandœuvre-lès-Nancy, France.
Introduction:
Dental practice requires not only technical expertise but also well-developed psychosocial skills (PSS), including emotional regulation, communication and empathy. Emotional intelligence (EI) plays a key role in managing complex clinical interactions and supporting both patient outcomes and practitioner well-being. However, EI and PSS remain insufficiently integrated and monitored during dental curricula.
Purpose:
This pilot study aimed to evaluate the feasibility and the short-term effects of an innovative PSS training programme on dental students' EI, with particular focus on self-control, emotionality and sociability dimensions of trait EI.
Materials And Methods:
A quasi-experimental design compared an intervention group (n = 108) and a control group (n = 80) of fourth-year students from two French dental faculties. The intervention consisted of four structured sessions combining theoretical input, role-play simulations and guided reflection supported by a digital tool. EI was assessed before (T1) and after (T2) the programme using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). Quantitative analyses examined within- and between-group changes, complemented by qualitative feedback from participants.
Results:
Ninety-four students completed both assessments (experimental: n = 74; control: n = 20). No statistically significant changes in global EI or its dimensions were observed between groups. However, descriptive patterns showed divergent trajectories between groups, with stable or slightly higher well-being and self-control scores in the experimental group and a tendency towards lower scores in the control group. Qualitative feedback highlighted increased reflection on communication practices, greater confidence in managing challenging interactions and favourable perceptions of the role-play-based simulation format.
Conclusion:
Although no significant quantitative effects on EI dimensions were detected, this pilot study demonstrates the feasibility of integrating a role-play-based PSS training programme into dental education. These findings support further longitudinal and larger-scale studies using complementary outcome measures and examining sustainability conditions to better capture behavioural and clinical impacts.