Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum

Detalhes bibliográficos
Autor(a) principal: Lima,Ana Glaucia Paulino
Data de Publicação: 2021
Outros Autores: Pio,Danielle Abdel Massih, Nonato,Ana Carolina, Chirelli,Mara Quaglio, Bettini,Roseli Vernasque
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista Brasileira de Educação Médica (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022021000300205
Resumo: Abstract: Introduction: Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care. The complexity of the users’ biopsychosocial demands must be understood and worked through skills developed beyond the technical and biomedical knowledge, including a more extensive training in relation to the human being. In the curriculum of a medical school institution in the interior of São Paulo, Clinical Communication is a skill expected of the student in all undergraduate scenarios. During medical internship, it is important that communication practice be developed in an integrated fashion, considering the biopsychosocial aspects of the subject under care; however, the literature demonstrates that this skill is superficially explored in training, causing difficulty for its effectiveness. Thus, it can be assumed that there are different understandings about the concept of Clinical Communication and its theoretical-practical articulation between teachers and students, being necessary to analyze this educational process during internship. Objective: Thus, the objective was to question how teachers and students from a medical course internship understand the teaching-learning aspects about Clinical Communication in an integrated and competence-based curriculum. Method: This was a qualitative study, which included eleven 5th-year medical students, twelve 6th-year medical students and nine internship teachers. The interviews were semi-directed and carried out based on an interview script, which were later transcribed and submitted to the analysis of content, thematic modality. Results: Three categories emerged from the concepts and characteristics of the topics “Clinical Communication” and “Curriculum”: 1) What involves clinical communication; 2) Development of clinical communication during the undergraduate course and 3) Proposals for the training of internship students and teachers. It was observed that the participants understood the concept of Clinical Communication and its importance for the students’ training, but also that it is difficult to develop this training due to the lack of knowledge about the curriculum, student work overload and teacher devaluation. Conclusion: The study considers the development of Clinical Communication skills of internship students and the possibilities for reflection on gaps mentioned by students and teachers.
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spelling Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculumHealth CommunicationFacultyMedical EducationMedical StudentsInternship and ResidencyAbstract: Introduction: Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care. The complexity of the users’ biopsychosocial demands must be understood and worked through skills developed beyond the technical and biomedical knowledge, including a more extensive training in relation to the human being. In the curriculum of a medical school institution in the interior of São Paulo, Clinical Communication is a skill expected of the student in all undergraduate scenarios. During medical internship, it is important that communication practice be developed in an integrated fashion, considering the biopsychosocial aspects of the subject under care; however, the literature demonstrates that this skill is superficially explored in training, causing difficulty for its effectiveness. Thus, it can be assumed that there are different understandings about the concept of Clinical Communication and its theoretical-practical articulation between teachers and students, being necessary to analyze this educational process during internship. Objective: Thus, the objective was to question how teachers and students from a medical course internship understand the teaching-learning aspects about Clinical Communication in an integrated and competence-based curriculum. Method: This was a qualitative study, which included eleven 5th-year medical students, twelve 6th-year medical students and nine internship teachers. The interviews were semi-directed and carried out based on an interview script, which were later transcribed and submitted to the analysis of content, thematic modality. Results: Three categories emerged from the concepts and characteristics of the topics “Clinical Communication” and “Curriculum”: 1) What involves clinical communication; 2) Development of clinical communication during the undergraduate course and 3) Proposals for the training of internship students and teachers. It was observed that the participants understood the concept of Clinical Communication and its importance for the students’ training, but also that it is difficult to develop this training due to the lack of knowledge about the curriculum, student work overload and teacher devaluation. Conclusion: The study considers the development of Clinical Communication skills of internship students and the possibilities for reflection on gaps mentioned by students and teachers.Associação Brasileira de Educação Médica2021-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022021000300205Revista Brasileira de Educação Médica v.45 n.3 2021reponame:Revista Brasileira de Educação Médica (Online)instname:Associação Brasileira de Educação Médica (ABEM)instacron:ABEM10.1590/1981-5271v45.3-20210023.inginfo:eu-repo/semantics/openAccessLima,Ana Glaucia PaulinoPio,Danielle Abdel MassihNonato,Ana CarolinaChirelli,Mara QuaglioBettini,Roseli Vernasqueeng2021-06-24T00:00:00Zoai:scielo:S0100-55022021000300205Revistahttp://www.educacaomedica.org.br/https://old.scielo.br/oai/scielo-oai.phprevista@abem-educmed.org.br||revista@educacaomedica.org.br1981-52710100-5502opendoar:2021-06-24T00:00Revista Brasileira de Educação Médica (Online) - Associação Brasileira de Educação Médica (ABEM)false
dc.title.none.fl_str_mv Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum
title Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum
spellingShingle Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum
Lima,Ana Glaucia Paulino
Health Communication
Faculty
Medical Education
Medical Students
Internship and Residency
title_short Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum
title_full Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum
title_fullStr Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum
title_full_unstemmed Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum
title_sort Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum
author Lima,Ana Glaucia Paulino
author_facet Lima,Ana Glaucia Paulino
Pio,Danielle Abdel Massih
Nonato,Ana Carolina
Chirelli,Mara Quaglio
Bettini,Roseli Vernasque
author_role author
author2 Pio,Danielle Abdel Massih
Nonato,Ana Carolina
Chirelli,Mara Quaglio
Bettini,Roseli Vernasque
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Lima,Ana Glaucia Paulino
Pio,Danielle Abdel Massih
Nonato,Ana Carolina
Chirelli,Mara Quaglio
Bettini,Roseli Vernasque
dc.subject.por.fl_str_mv Health Communication
Faculty
Medical Education
Medical Students
Internship and Residency
topic Health Communication
Faculty
Medical Education
Medical Students
Internship and Residency
description Abstract: Introduction: Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care. The complexity of the users’ biopsychosocial demands must be understood and worked through skills developed beyond the technical and biomedical knowledge, including a more extensive training in relation to the human being. In the curriculum of a medical school institution in the interior of São Paulo, Clinical Communication is a skill expected of the student in all undergraduate scenarios. During medical internship, it is important that communication practice be developed in an integrated fashion, considering the biopsychosocial aspects of the subject under care; however, the literature demonstrates that this skill is superficially explored in training, causing difficulty for its effectiveness. Thus, it can be assumed that there are different understandings about the concept of Clinical Communication and its theoretical-practical articulation between teachers and students, being necessary to analyze this educational process during internship. Objective: Thus, the objective was to question how teachers and students from a medical course internship understand the teaching-learning aspects about Clinical Communication in an integrated and competence-based curriculum. Method: This was a qualitative study, which included eleven 5th-year medical students, twelve 6th-year medical students and nine internship teachers. The interviews were semi-directed and carried out based on an interview script, which were later transcribed and submitted to the analysis of content, thematic modality. Results: Three categories emerged from the concepts and characteristics of the topics “Clinical Communication” and “Curriculum”: 1) What involves clinical communication; 2) Development of clinical communication during the undergraduate course and 3) Proposals for the training of internship students and teachers. It was observed that the participants understood the concept of Clinical Communication and its importance for the students’ training, but also that it is difficult to develop this training due to the lack of knowledge about the curriculum, student work overload and teacher devaluation. Conclusion: The study considers the development of Clinical Communication skills of internship students and the possibilities for reflection on gaps mentioned by students and teachers.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-01
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dc.relation.none.fl_str_mv 10.1590/1981-5271v45.3-20210023.ing
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dc.publisher.none.fl_str_mv Associação Brasileira de Educação Médica
publisher.none.fl_str_mv Associação Brasileira de Educação Médica
dc.source.none.fl_str_mv Revista Brasileira de Educação Médica v.45 n.3 2021
reponame:Revista Brasileira de Educação Médica (Online)
instname:Associação Brasileira de Educação Médica (ABEM)
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reponame_str Revista Brasileira de Educação Médica (Online)
collection Revista Brasileira de Educação Médica (Online)
repository.name.fl_str_mv Revista Brasileira de Educação Médica (Online) - Associação Brasileira de Educação Médica (ABEM)
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