Problem-Solving, Creativity, and Social Skills in Medical Sciences Students: A Cross-Sectional Study

Introduction Universities bear the responsibility of preparing graduates with the competency to identify essential needs in evolving societal environments and deliver optimal services through the application of diverse problem-solving methodologies. The present study was conducted with the objective of examining the relationship between problem-solving skills, a creative educational climate, and social skills among students at Shahroud University of Medical Sciences (ShMU). Methods In this cross-sectional study, 260 students from various medical science disciplines were examined in 2025 using questionnaires assessing social skills, creative educational climate, and problem-solving skills. Data were analysed using Chi-square tests and multiple regression analysis. Results The mean age of the study participants was 21.7 ± 2.9 years. The mean score for creative educational climate was 176.7 ± 3.1 (above average), problem-solving skills was 55.8 ± 7.9 (at average level), and social skills was 89.8 ± 17.6 (at average level). Only 86 participants (33.1%) demonstrated high social skills. Ninety-three participants (35.8%) possessed reliable problem-solving skills. No significant differences were observed in problem-solving skill levels based on gender, faculty, education level, monthly household income, economic activity concurrent with education, father's occupation, or academic semester. In the final multivariable regression model, social skills (standardized beta = 0.29, p -value < 0.001) and interest in academic major (standardized beta = 0.22, p -value < 0.001) emerged as the most significant predictors of problem-solving skills. Discussion Problem-solving skills and social skills mean scores among students were at moderate levels, and social skills demonstrated a significant impact on problem-solving abilities. Approximately two-thirds of students lacked reliable problem-solving skills. Conclusion It is recommended that substantial improvements in students' problem-solving skills can be achieved through the implementation of targeted interventions, including educational workshops on learning styles and methodologies, problem-solving and Problem-Based Learning (PBL) classes and workshops for both students and faculty, modifications to learning environments and faculty assessment procedures, and social skills training programs.