A European consensus on learning objectives for a core communication curriculum in health care professions

Bachmann, Cadja; Abramovitch, Henry; Barbu, Carmen; Cavaco, Afonso; Elorza, Rosario Dago; Haak, Rainer; Loureiro, Elizabete; Ratajska, Anna; Silverman, Jonathan; Winterburn, Sandra; Rosenbaum, Marcy

doi:10.1016/j.pec.2012.10.016

Cited by 156 publications

(139 citation statements)

References 34 publications

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“…39,40 An evidence-based framework, either consensusskill based or outcome based, has been recommended for a health care professional's communication curriculum. 16,17,41 This framework should be flexible to fit each patient meeting. Students need an evidence-based framework and a toolbox of communication skills to pick from.…”

Section: Discussionmentioning

confidence: 99%

“…15,16 Patient communication skills training, ie, types of training to develop necessary skills for communication, influence the quality and outcomes of health care professionals' patient encounters. 17 A health care professional's communication skills are not only a matter of common sense or personality traits, rather, they are skills that can be taught and learned.…”

Section: Introductionmentioning

confidence: 99%

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Nordic Pharmacy Schools’ Experience in Communication Skills Training

Svensberg

Björnsdóttir

Wallman

et al. 2017

American Journal of Pharmaceutical Education

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Objective. To assess communication skills training at Nordic pharmacy schools and explore ways for improvement.Methods. E-mail questionnaires were developed and distributed with the aim to explore current practice and course leaders' opinions regarding teaching of patient communication skills at all the 11 master level Nordic (Denmark, Finland, Iceland, Norway and Sweden) pharmacy schools. The questionnaires contained both closed-and open-ended questions.Results. There was a variation of patient communication skills training among schools. In general, communication skills training was included in one to five courses (mode 1); varied in quantity (6-92 hours); had low use of experiential training methods; and had challenges regarding assessments and acquiring sufficient resources. However, some schools had more focus on such training. Conclusion. The results show room for improvement in patient communication skills training in most Nordic pharmacy schools and give insights into how to enhance communication skill building in pharmacy curricula. Suggestions for improving the training include: early training start, evidencebased frameworks, experiential training, and scaffolding.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Nordic Pharmacy Schools’ Experience in Communication Skills Training

Svensberg

Björnsdóttir

Wallman

et al. 2017

American Journal of Pharmaceutical Education

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“…La comunicación se ha articulado con los cursos relacionados con el logro de capacidades y competencias en el saber biomédico y de razonamiento clínico 40,41 . Este enfoque es en esencia interdisciplinar y multidisciplinar puesto que propende por un trabajo articulado entre áreas y especialidades clínicas, quirúrgicas, de cuidado primario, salud mental, medicina psicosomática y sociología médica 27,[42][43][44] . De esta forma se ha buscado subsanar y acortar la brecha entre el período preclínico o de ciencias básicas y el período clínico, momento en el que se llevan a cabo las prácticas 45 .…”

Section: Tipounclassified

Comunicación en el currículo médico

Stellyes

2017

MedUPB

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RESUMENEn esta revisión se hace una aproximación sobre la integración de la dimensión comunicativa en el ámbito de la educación médica, al reconocerla como eje central de los currículos en salud y por su relevancia en la relación clínica. A partir del contexto actual en el ejercicio médico, sus problemáticas y necesidades, se plantean alternativas de enseñanza que favorece el desarrollo de capacidades y competencias en comunicación por parte del estudiante. Este acercamiento inicial, además de considerar el significado de una adecuada comunicación, da cuenta de los principales referentes globales que han servido como directriz a diferentes escuelas de medicina para la definición de los currículos. En la elaboración de estas propuestas curriculares, se han considerado aspectos como la forma en la que se concibe la comunicación desde la programación académica, si se asume como un curso independiente o si está integrada al logro de otras competencias biomédicas (de manera transversal en el currículo). Otras temáticas tienen que ver con los contenidos, la definición de las metodologías de enseñanza, aprendizaje, evaluación y la necesidad de garantizar el acompañamiento y la retroalimentación al estudiante, por la naturaleza de la experiencia comunicativa durante las prácticas clínicas y por su relevancia en la formación humana e integral. Palabras clave: comunicación; currículo; educación médica. ABSTRACTThis review addresses the integration of communication in the context of medical education as it is a central axis of health curricula and an instrumental part of the clinical relationship. Based on the current context in medical practice, its problems and needs, teaching alternatives which favor the development of communication abilities and competencies of students are proposed. Besides considering the meaning of adequate communication, this initial approach considers the main global models that have served as guidelines for different schools of medicine during curriculum development. Within the creation of such curricular proposals, aspects such as the way communication is conceived from the perspective of the academic program have been considered, if it is understood as an independent course or if it is integrated within the achievement of other biomedical competencies (in a transversal manner in the curriculum). Other topics are related to content, the definition of teaching methodologies, learning, evaluation and the need to guarantee the accompaniment and feedback to students due to the nature of the communication experience during the clinical practices and its relevance in humane and comprehensive education.

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“…The consensus on clinical communication [32][33][34] highlights the fundamental competencies that health professionals should have to adequately deal with a patient. Universities must promote the inclusion, in the curriculum, methods permitting the integration of these fundamental competencies with others areas of medical knowledge.…”

Section: Introductionmentioning

confidence: 99%

Curso Breve de Competências de Comunicação Clínica: Estudo Multicêntrico

Franco

Severo

et al. 2016

Acta Med Port

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RESUMOIntrodução: O presente artigo descreve e analisa os resultados de um curso multicêntrico de comunicação clínica em pequenos grupos com recurso a doentes simulados (atores) e feedback. O objetivo do curso foi estimular o desenvolvimento de competências de comunicação clínica e ainda, reconhecer as diferentes formas de manifestação de uma mesma doença em doentes diferentes (doença versus dolência). Material e Métodos:O curso foi aplicado a estudantes do terceiro e quarto ano do curso de medicina em três universidades brasileiras e uma portuguesa. A avaliação foi realizada através de escalas de apreciação dos participantes, teste de escolha múltipla e autoeficá-cia.Resultados: Tivemos 69 participantes nas quatro universidades. A avaliação geral do curso (1 -5) foi de 4,70 (DP 0,494), a autoavaliação sobre a participação foi de 4,07 (DP 0,671); e a avaliação sobre o uso dos doentes simulados 4,51 (DP 0,501). O teste de escolha múltipla, a escala de autoeficácia e a escala de atitudes quanto a aprendizagem dessas competências apresentaram melhoria significativa após a realização do curso. Discussão: O método utilizado teve uma excelente avaliação pelos estudantes independentemente do contexto onde o curso foi ministrado. Além disso, possibilitou ganhos quanto ao conhecimento e atitudes quanto a comunicação clínica. Conclusão: A partir de uma universidade portuguesa em colaboração com docentes e universidades brasileiras foi possível desenvolver uma estratégia de ensino-aprendizagem multicêntrica para comunicação clínica altamente valorizada pelos participantes e com resultados de aprendizagem adequados. Palavras-chave: Avaliação Educacional; Avaliação de Programas; Competência Clínica; Comunicação; Educação Médica Pré--Graduada; Relações Médico-Doente. Material and Methods:The course was applied to third and fourth year medical students in three Brazilian universities and one university in Portugal. The evaluation was performed using scales regarding the participants' point of view, multiple choice questionnaire, a self-efficacy and attitudinal questionnaire. Results:The study was conducted in 69 participants at the four universities. The overall evaluation of the course (from 1 -5) was 4.70 (SD 0.494), the self-evaluation on participation was 4.07 (SD 0.671); and the evaluation about the use of simulated patients 4.51 (SD 0.501). The multiple choice questionnaire and self-efficacy scale showed significant improvement. Discussion: The course methods had an excellent evaluation by students regardless of the context in which the course has been applied. Furthermore, it allowed an improvement on the knowledge and attitude of students regarding clinical communication. Conclusion:It was possible to develop a multi-centric learning strategy for clinical communication with a high evaluation by students who came from a Portuguese university in a cooperation project with teachers from Brazilian universities.

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A European consensus on learning objectives for a core communication curriculum in health care professions

Cited by 156 publications

References 34 publications

Nordic Pharmacy Schools’ Experience in Communication Skills Training

Nordic Pharmacy Schools’ Experience in Communication Skills Training

Comunicación en el currículo médico

Curso Breve de Competências de Comunicação Clínica: Estudo Multicêntrico

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