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Abstract(s)
Introdução: Em contexto clínico a empatia pode definir-se como a capacidade de
entender as experiências, preocupações e perspetivas do paciente em relação à sua
condição com o propósito de aprofundar a relação terapêutica, promover a sua
efetividade, melhorar a qualidade dos serviços prestados e aumentar a satisfação de todos
os envolvidos.
Os objetivos desta revisão são investigar a importância do ensino da empatia nas escolas
médicas, identificar os métodos pedagógicos usados nesse ensino e explorar a aplicação da
empatia na prática clínica.
Métodos: Foi realizada uma revisão sistemática de literatura nas bases de dados
PubMED e Scielo. Dos artigos que resultaram desta pesquisa, selecionámos 34 que
cumpriam os seguintes critérios de inclusão: avaliar a importância do ensino da empatia
aos estudantes de medicina, a sua aplicação clínica e a implementação de métodos
pedagógicos, publicados a partir do ano de 2000 e escritos em inglês, espanhol ou
português.
Resultados: De acordo com os artigos revistos a importância atribuída à empatia na
prática da medicina é elevada e a relevância do seu ensino efetivo nas escolas médicas é
reconhecida. Os métodos propostos para o ensino são diversificados, incluindo, por
exemplo, a exposição de teorias e de técnicas ou a utilização de métodos mais ativos como
o role-play. O ensino é realizado em diferentes anos do curso. A eficácia do ensino tem
sido avaliada maioritariamente através da escala de empatia de Jefferson. A avaliação da
aprendizagem é positiva, com resultados significativos após o ensino, mas os estudos
longitudinais não confirmam a manutenção desta aprendizagem.
Discussão/Conclusão: A empatia é reconhecida como uma competência essencial na
prática clínica, que deve ser ensinada nas escolas médicas, existindo diversos métodos
para realizar esse ensino com diferentes graus de eficácia. Os resultados da avaliação da
aprendizagem são inconsistentes, o que sugere a necessidade de mais investigação sobre o
ensino da empatia para melhorar a sua efetividade.
Introduction: In a clinical context, empathy can be defined as the ability to understand the patient’s experiences, concerns and perspectives in relation to his condition with the purpose of deepening the therapeutic relationship, promoting its effectiveness, improving the quality of services provided and increase the satisfaction of all involved. The objectives of this review are to investigate the importance of teaching empathy in medical schools, to identify the pedagogical methods used in this teaching and to explore the application of empathy in clinical practice. Methods: A systematic literature review was performed in the PubMED and Scielo databases. From the research we selected 34 articles that met the following inclusion criteria: to evaluate the importance of teaching empathy to medical students, its clinical application and the implementation of pedagogical methods, published since 2000 and written in English, Spanish or Portuguese. Results: According to the reviewed articles, the importance attributed to empathy in clinical practice is high and the relevance of its effective teaching in medical school is recognized. The methods proposed for teaching are diverse, including, for example, to expose theories and techniques or to use more active methods such as role-play. Teaching takes place in different years of the course. Teaching effectiveness has been mostly assessed using the Jefferson scale of empathy. The assessment of learning is positive, with significant positive results after teaching, but longitudinal studies do not confirm the maintenance of this learning. Discussion/Conclusion: Empathy is recognized as an essential competence in clinical practice, which must be taught in medical schools and there are several methods to carry out this teaching with varying degrees of effectiveness. The results of this learning assessment are inconsistent, which suggests the need for more research on teaching empathy to improve its effectiveness.
Introduction: In a clinical context, empathy can be defined as the ability to understand the patient’s experiences, concerns and perspectives in relation to his condition with the purpose of deepening the therapeutic relationship, promoting its effectiveness, improving the quality of services provided and increase the satisfaction of all involved. The objectives of this review are to investigate the importance of teaching empathy in medical schools, to identify the pedagogical methods used in this teaching and to explore the application of empathy in clinical practice. Methods: A systematic literature review was performed in the PubMED and Scielo databases. From the research we selected 34 articles that met the following inclusion criteria: to evaluate the importance of teaching empathy to medical students, its clinical application and the implementation of pedagogical methods, published since 2000 and written in English, Spanish or Portuguese. Results: According to the reviewed articles, the importance attributed to empathy in clinical practice is high and the relevance of its effective teaching in medical school is recognized. The methods proposed for teaching are diverse, including, for example, to expose theories and techniques or to use more active methods such as role-play. Teaching takes place in different years of the course. Teaching effectiveness has been mostly assessed using the Jefferson scale of empathy. The assessment of learning is positive, with significant positive results after teaching, but longitudinal studies do not confirm the maintenance of this learning. Discussion/Conclusion: Empathy is recognized as an essential competence in clinical practice, which must be taught in medical schools and there are several methods to carry out this teaching with varying degrees of effectiveness. The results of this learning assessment are inconsistent, which suggests the need for more research on teaching empathy to improve its effectiveness.
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Keywords
Competências de Comunicação Educação Médica Pré-Graduada Empatia Empatia Clínica Relação Médico-Utente