Abstract
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.
Highlights
Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care
Its curriculum is an integrated one, guided by the dialogical competence approach[13] and is divided into three main units: Systematized Educational Unit (SEU), containing the tutoring environment, of which learning is centered on Problem-Based Learning (PBL); Professional Practice Unit (PPU), which contains real and simulated practice scenarios (Professional Practice Laboratory - PPL); and Elective Unit[9]
The results show the perception of students and teachers about Clinical Communication and the institution’s curricular proposal, showing they understand the concept and the importance of Clinical Communication for the training and professional practice
Summary
Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care. It is important that communication practice be developed in an integrated fashion, considering the biopsychosocial aspects of the subject under care; the literature demonstrates that this skill is superficially explored in training, causing difficulty for its effectiveness. Clinical Communication is characterized as a very important process to ensure comprehensive care for the user. For it to be effective, the existence of the workers’ willingness to actively participate in this movement is essential, aiming to improve the quality of interpersonal relationships through respect and empathy[2]. If the professional does not have an expanded view, communication will be fragile, as it will be directed at the pathology and not the individual, making care even more fragmented[3]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
