Fortalecimiento del proceso de enseñanza aprendizaje de la Medicina Familiar y Comunitaria en Iberoamérica

Coppolillo, Fernando; Jure, Humberto; Ciuffolini, María Beatriz; Yuruhan, Diana

doi:10.5712/rbmfc11(0)1385

Rev Bras Med Fam Comunidade

2016

DOI: 10.5712/rbmfc11(0)1385

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Fortalecimiento del proceso de enseñanza aprendizaje de la Medicina Familiar y Comunitaria en Iberoamérica

Fernando Coppolillo¹,

Humberto Jure²,

María Beatriz Ciuffolini³

et al.

Abstract: Cómo citar: Coppolillo F, Jure H, Ciuffolini MB, Yuruhán D. Fortalecimiento del proceso de enseñanza aprendizaje de la Medicina Familiar y Comunitaria en Iberoamérica. Rev Bras Med Fam Comunidade. 2016;11(Suppl 2):46-54. http://dx.doi.org/10.5712/rbmfc11(0)1385 www.rbmfc.org.br ENSAYOS Fortalecimento do processo de ensino-aprendizagem da Medicina de Família e Comunitária em Ibero-américa Financiación:ninguna declarada. Aprobación ética:La investigación fue considerada una investigación sin riesgo. Los autores … Show more

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Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians

Franco

Lopes

et al. 2018

BMC Med Educ

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BackgroundThe Brazilian undergraduate medical course is six years long. As in other countries, a medical residency is not obligatory to practice as a doctor. In this context, this paper aims to clarify what and when competencies in communication and professionalism should be addressed, shedding light on the role of university, residency and post-residency programmes.MethodsBrazilian family physicians with diverse levels of medical training answered a questionnaire designed to seek a consensus on the competencies that should be taught (key competencies) and when students should achieve them during their medical training. The data were analysed using descriptive statistics and correlation tests.ResultsA total of seventy-four physicians participated; nearly all participants suggested that the students should achieve communication and professionalism competencies during undergraduate study (twenty out of thirty competencies – 66.7%) or during residency (seven out of thirty competencies – 23.33%). When competencies were analysed in domains, the results were that clinical communication skills and professionalism competencies should be achieved during undergraduate medical education, and interpersonal communication and leadership skills should be reached during postgraduate study.ConclusionThe authors propose that attainment of clinical communication skills and professionalism competencies should be required for undergraduate students. The foundation for Leadership and Interpersonal Abilities should be particularly formed at an undergraduate level and, furthermore, mastered by immersion in the future workplace and medical responsibilities in residency.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1141-2) contains supplementary material, which is available to authorized users.

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Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians

Franco

Lopes

et al. 2018

BMC Med Educ

View full text Add to dashboard Cite

show abstract

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Fortalecimiento del proceso de enseñanza aprendizaje de la Medicina Familiar y Comunitaria en Iberoamérica

Cited by 1 publication

References 0 publications

Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians

Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians

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