La coordinación de los equipos docentes para la adquisiciónde la competencia transversal de la comunicación: laexperiencia en el grado en odontología de la Universidaddel País Vasco (UPV/EHU)

Abstract

En la atención asistencial, las habilidades de comunicación resultan fundamentales en el quehacer de los profesionales de la salud. La adquisición adecuada de dichas habilidades por parte del alumnado ha de ser uno de los objetivos de los equipos docentes. Conscientes de esta necesidad, en el grado en odontología de la UPV/EHU, se está llevando a cabo un proyecto de innovación educativa impulsando la labor y coordinación horizontal y vertical de los equipos docentes, dando lugar a las siguientes acciones: i, definición de una guía de habilidades comunicacionales; ii, diseño de actividades complejas basadas en escenarios realistas, implementadas mediante metodologías activas; iii, evaluación continua con la pertinente retroalimentación; y iv, seguimiento de todo el proceso con registro de evidencias. Tras un periodo de dos años, dicha evaluación está permitiendo tomar conciencia de los avances y dificultades presentes, tanto en el proceso como en la adquisición de algunos de los resultados de aprendizaje. La discusión, reflexión y consenso de los equipos docentes, intra e interasignatura, ha dado lugar a la mejora de las guías docentes, al rediseño de algunas de las actividades académicas, a un mayor grado de colaboración para la mejora de documentos de comunicación (ej.: consentimiento informado, elaboración de informes médicos) y para unificar criterios de evaluación, e, incluso, al diseño de talleres formativos sobre comunicación dirigidos al profesorado. Todo ello traerá consigo un impacto educativo, fruto del esfuerzo de los componentes de dichos equipos docentes que, sin duda, redundará en beneficio de la atención de los pacientes. In healthcare, communication skills are essential in the work of health professionals. The suitable acquisition of these skills by the students must therefore be one of the objectives of the teaching teams. Aware of this need, in the degree in dentistry at the UPV/EHU, an educational innovation project is being carried out by promoting the horizontal and vertical coordination and work of teaching teams, which has led to the following actions: i, definition of a communication skills guide; ii, design of complex activities based on realistic scenarios, implemented using active methodologies; iii, continuous assessment with pertinent feedback; and iv, monitoring of the entire process with evidence record. After a period of two years, we are becoming aware of the advances and difficulties present, both in the process and in the acquisition of some of the learning outcomes. The discussion, reflection and consensus of the teaching teams, intra and intersubject, has led to the improvement of the teaching guides, the redesign of some of the academic activities, a greater degree of collaboration for the improvement of communication documents (eg., informed consent, preparation of medical reports) and to unify evaluation criteria, and even the design of training workshops on communication aimed at teachers. All of this will have an educational impact, as a result of the efforts of the members of the teaching teams, that will undoubtedly benefit patient care.

Interprofessional education in undergraduate dental curricula: A systematic review

“…However, for "competencies developed," when the data were not clear in the text of the article, we extracted them based on the similarity between the text and the competencies addressed by the Canadian Interprofessional Health Collaborative (CIHC) 17 and Interprofessional Education Collaborative (IPEC) 18 frameworks, and for remote activities, we used Gunawardena's interaction analysis model (AMI). 19 Regarding geographical distribution worldwide, nine of the included studies were conducted in North America, [20][21][22][23][24][25][26][27] five in South America, [28][29][30][31][32] three in Europe, [33][34][35] one in Africa, 36 and three in Oceania. [37][38][39] Figure 2 shows the universities involved.…”

“…The following undergraduate courses (mostly in the health sciences) were involved in the included articles: dentistry, 20,21-41 medicine, [21][22][23][24]27,[30][31][32][33][34]36,37,40,41 nursing, [20][21][22]25,26,[30][31][32][33]36,37,[39][40][41] pharmacy, 21,22,26,27,[30][31][32]36,37,40,41 physical education, 22,[30][31][32]39 occupational therapy, 22,27,36,37,39 nutrition, 22,23,…”

“…Some articles reported the use of the flipped classroom model, 33,34 lectures followed by discussion, 20,22,26,27 problematization, 28,31,39 blended learning, 34,40 simulation, 21,22,26,33,38,40 puzzles, 33 dramatization, 29,33 journaling, 39 case discussion, 20,23,27,39 and practice with real patients. 29,33,35,37 Four of the teaching methodologies applied promoted reflection on the tasks. 20,22,27,38 Most topics used for the development of IPE (Table 1) involve several subjects.…”

“…20,22,27,38 Most topics used for the development of IPE (Table 1) involve several subjects. We found the following topics: social determinants of health, 20 primary health care, 28,37 complementary therapy, 22 One Health, 23 communitybased learning, 36 Brazilian Unified Public Health System (Sistema Único de Saúde -SUS), [30][31][32] health promotion, 25,33 ethics, 39 evidence-based practice, professional-patient trust and communication, 38,39 introduction to health professions, 39 medical errors and their reporting, 26 basic life support, 34 IPE concepts, 27,41 homeless people, 35 and family planning. 40 To a lesser extent, we also found topics specific to dentistry, such as the development of psychomotor, cognitive, and social skills 29 ; head and neck anatomy and anesthetic techniques 24 ; and oral health.…”

“…40 To a lesser extent, we also found topics specific to dentistry, such as the development of psychomotor, cognitive, and social skills 29 ; head and neck anatomy and anesthetic techniques 24 ; and oral health. 21 With reference to CIHC (2010), 17 IPEC (2016), 18 and AMI (1997), 19 the articles included in this systematic review presented the following interprofessional competencies (Table 1), in descending order of findings: role clarity, [22][23][24][26][27][28][29][30]32,36,37,39,40 teamwork, [21][22][23]25,26,[30][31][32][34][35][36]39 communication, 21,22,26,30,[33][34][35][36]38,39,40 ethics, 21,24,30,32,…”