Soft skills and flipped classrooms are important in the fields of education, nursing, and health techniques. This study determined nursing teachers’ knowledge of soft skills and flipped classrooms. This was a descriptive cross-sectional study with an analytical focus involving 100 teachers. The study was conducted at the Higher Institute of Nursing Professions and Health Techniques (ISPITS) at Agadir and its annex in Tiznit. One hundred permanent and temporary teachers (with an equal distribution of male and female teachers) participated in the survey. A five-part questionnaire was used to collect data. The independent variable was the use of a flipped classroom and dependent variable was the development of soft skills. SPSS version 25 software was used to process the data. Chi-square test, Ficher's test, binary logistic regression test, and multivariate logistic regression model were employed for data analysis. In total, 80 % participants had knowledge of soft skills, and 75 % knew about flipped classrooms. The most important soft skills were considered to be communication, stress management, teamwork, conflict management, problem-solving, time management, critical thinking, autonomy, adaptability, and decision-making. The five soft skills considered most likely to be developed by flipped classrooms were autonomy, analysis, teamwork, communication, and time management. Furthermore, the development of soft skills through the flipped classrooms was independently associated with soft skills training (p = 0.008) and use of flipped classrooms (p = 0.042). Teachers have knowledge of soft skills and flipped classrooms despite a lack of training, and flipped classrooms contribute to the development of soft skills.

Objective: To assess the knowledge level of nurses and healthcare technicians regarding soft skills (SS) and to identify the most crucial SS. Method: This is a quantitative exploratory study with an analytical focus, encompassing 350 nurses and healthcare technicians in the Souss-Massa region. Results: Approximately half of participants (49.7%) exhibited some understanding of SS, with only 12.3% having received any training on the subject. According to participants, the top 10 SS are communication, teamwork, stress management, problem-solving, conflict management, honesty, decision-making, adaptability, lifelong learning, and confidence. Additionally, the prediction model indicates a significant association between SS knowledge and experience (p < 0.001), academic level (p < 0.001), and SS training (p < 0.001). Conclusion: Nurses and healthcare technicians possess knowledge of SS despite the absence of formal training. Identifying the most important SS in this field is, therefore, invaluable for integration into training programmes for both healthcare professionals and students. Furthermore, additional studies are recommended on SS development and assessment.

Introduction: Radiographers play a vital role in patient radiation protection. Their training, supervision, and involvement in radiation protection programmes require greater attention from all stakeholders. Methods: This cross-sectional study was conducted between March and August 2023 to assess Radiographers’ attitudes toward the principles of patient radiation protection in the Souss Massa region of Morocco. An anonymous questionnaire containing 22 questions was sent to 80 radiographers practicing in the Sous Massa region. Results: 67.5% of the radiographers confirmed that they did not use a guide to radiological procedures. 85% of them confirmed that they had checked for the possibility of pregnancy each time a woman of childbearing age was involved in a conventional X-ray, compared with 97.5% who checked for the possibility of pregnancy in a CT scan. 97.5 % of our participants said that they automatically (without medical advice) repeated the X-ray examination if the image was not interpretable. 90% of radiographers said that they did not report parameters for dose estimation for each conventional X-ray examination, and 72.5% did not report data for dose estimation for CT-scan examinations. The results showed no association between gender and professional experience on the one hand and radiographers’ practices on the other. Nevertheless, there is an association between the workplace and certain radiographers’ practices, indicating the lack of a regional strategy aimed at standardizing procedures and radiation protection practices at the level of all radiology departments. Conclusion: It is vital to launch a patient dose management program in the Souss Massa region and campaigns to raise radiographers’ awareness of recommended patient radiation protection practices.

The flipped classroom is an innovative pedagogical strategy that can play a crucial role in the training of healthcare professionals, as soft skills are necessary competencies for the quality of patient care. This quasi-experimental study features a pre-test/post-test design, with a control group and an intervention group aiming to investigate the impact of flipped classrooms on the development of students’ soft skills. The study involved 82 students from the Higher Institute of Nursing and Health Technical Professions of Agadir who participated in the first semester of the 2022–2023 academic year. The results indicated a significant increase ( p < 0.001, d = 2.11 [1.56, 2.64]) in the averages of the 10 soft skills studied in the intervention group compared with the control group, as well as a significant difference in satisfaction ( p = 0.003), participation in learning activities ( p < 0.001), and the usefulness of extending the use of the flipped classroom to other training institutes ( p < 0.001), thus showing a positive effect of the flipped classroom. This result encourages the use of this pedagogical strategy in modules that focus on soft skills, such as social assistance and psychological support.