Curso Breve de Competências de Comunicação Clínica: Estudo Multicêntrico

Abstract

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.

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

“…2 shows a remarkable increase in the number of studies available per year since 1980, with a striking increase of 122% between periods 2000–2009 and 2010–2017. Most studies were featured in the Americas (n = 25) [ [26] , [27] , [28] , [29] , [30] , [31] , [32] , [33] , [34] , [35] , [36] , [37] , [38] , [39] , [40] , [41] , [42] , [43] , [44] , [45] , [46] , [47] , [48] , [49] , [50] ], followed closely by Europe (n = 24) [ [51] , [52] , [53] , [54] , [55] , [56] , [57] , [58] , [59] , [60] , [61] , [62] , [63] , [64] , [65] , [66] , [67] , [68] , [69] , [70] , [71] , [72] , [73] , [74] ]. Specifically, the majority were carried out in the United States (US) (n = 23) [ [26] , [27] , [28] , [29] , [30] , [31] , [32] , [33] , [34] , [35] , [36] , [37] , [38] , …”

“…Variability was observed in the disclosure of further participant demographic information, specifically concerning first language, gender and mean age. Only 24 papers specified whether students had previous experience in NTS learning [ 26 , 28 , 32 , 35 , 39 , 41 , 44 , 45 , 52 , 55 , 61 , 63 , 64 , [67] , [68] , [69] , [74] , [75] , [76] , [77] , [78] , [79] , [80] , [81] ].…”

“…Moreover, subdivision of NTS into domains could allow assessment through feedback and self-evaluation, methods invaluable to capture the social skills involved in many NTS [ 4 ]. Applied to our proposed “triad” of outcomes, attitude towards skill could be best assessed via a subjective scale, such as a Likert scale or one of the validated tools aforementioned, whilst skill performance and knowledge could be measured via more objective tools, including multiple-choice questions, as exemplified by some included studies [ 42 , 45 , 64 , 84 ] ( Table 5 ).…”

Added value of assessing medical students’ reflective writings in communication skills training: a longitudinal study in four academic centres

“…The responsiveness and construct validity were evaluated according to a published study, in which this MCQ test was applied. 34 The items' responsiveness Open access was considered adequate once the score before and after a course on communication improved significantly. The mean of improvement was 18.9% (95% CI, ranges from 15.8% to 22.1%) (p<0.001).…”

“…A detailed discussion of the course has been previously published. 34 Participants A convenience sample of third-year and fourth-year medical students at four universities were invited to participate in the study by email. For the sample recruitment, a class representative of the students in the third or fourth-year sent an email to their colleagues inviting them to participate in the course.…”