Non-Technical Skills for Moroccan Physicians : A Cross-Analysis of Student and Professor Perspectives in Marrakech

Article Article scientifique Article Non-Technical Skills for Moroccan Physicians : A Cross-Analysis of Student and Professor Perspectives in Marrakech eng 2026-02-05 author Sebbani Majda 405595 author Idrissi Anas Alami author Mansoury Ouassim author Adarmouch Latifa author Amine Mohamed author Audetat Voirol Marie-Claude 824859 Unité de développement et de recherche en éducation médicale (UDREM) 1695272 10.3389/feduc.2026.1695272 2504-284X Introduction: In the context of Moroccan medical education reforms toward a competency-based approach (CBA), the integration of non-technical skills (NTS) is imperative. The Faculty of Medicine and Pharmacy of Marrakech initiated a project to develop its competency framework. This study aimed to identify and prioritize NTS for undergraduate medical training from the students’ perspective and to submit these results to experts’ judgment. Methods: A mixed-methods study was conducted. A qualitative phase identified NTS through semi-structured interviews with 10 medical students selected via purposive and snowball sampling; data were analyzed using thematic content analysis. A quantitative phase prioritized the identified NTS using the Analytical Hierarchy Process (AHP) technique with 10 faculty professors. Results: The qualitative analysis revealed 22 NTS categorized into four domains: Communication, Management and Teamwork, Intrapersonal Skills, and Ethics and Professional Values. In the quantitative phase, the AHP prioritization by an expert group ranked Ethics and Professional Values as the most important domain (relative weight: 0.481), followed by Intrapersonal Skills (0.223), Communication (0.165), and Management and Teamwork (0.131). Key sub-competencies included ethics, empathy, and communication with the patient. Discussion: This study produces a consensus-based, prioritized framework of non-technical skills that emphasizes the paramount importance of adherence to ethics and professional values and of intrapersonal skills. The findings offer a concrete foundation for educational engineering toward implementing the competency-based approach and for adapting professional situations within the local competency framework at the Faculty of Medicine and Pharmacy of Marrakech. They also provide actionable, context-sensitive guidance relevant to integrating NTS into medical curricula in comparable low- and middleincome settings. Competency-based approach Medical education Non-technical skills Perspectives Qualitative quantitative method Soft skills Dewey 610/370 48 Unité de développement et de recherche en éducation médicale 204 false 994f7a0d-c4ee-41c6-879d-8380c45a38b5 UDREM Efficacité de l’apprentissage 1312 Raisonnement clinique et contextes de soin 1018 Frontiers in education 11 e97465b2-c294-428d-8854-a661e55809a0 Article (Published version) Public SEBBANI-2026-non_technical_skills.pdf 623724 application/pdf CC BY-4.0 4581bafdaa48fb031b8a1b48375045a5536c486b2bbb8a0f8947814bc76c343a openAccess Faculté de médecine / Unité de développement et de recherche en éducation médicale

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Non-Technical Skills for Moroccan Physicians : A Cross-Analysis of Student and Professor Perspectives in Marrakech	Frontiers in education			2026	11	119

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