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Abstract(s)
A comunicação de más notícias é muito importante para os doentes, os seus familiares e
os médicos envolvidos. Esta tarefa é avaliada pelos estudantes de medicina e pelos
médicos como das mais exigentes na área da comunicação clínica, merecendo uma
atenção crescente na investigação sobre educação médica e sobre efetividade e qualidade
dos serviços clínicos.
O objetivo deste trabalho é analisar de forma sistemática a literatura publicada sobre os
métodos de ensino de competências para comunicar más notícias na formação prégraduada em medicina.
A pesquisa incidiu nas bases de dados SciELO e PubMed, utilizando os termos de
pesquisa “medical education”, “breaking bad news” e “teaching methods”. Foram
selecionados os artigos que avaliavam os métodos pedagógicos adotados no ensino da
comunicação de más notícias. Em cada artigo, deu-se principal relevância às
intervenções pedagógicas efetuadas, às avaliações da sua efetividade às suas principais
conclusões.
Dos 132 artigos selecionados inicialmente foram analisados 25 (excluíram-se os que não
abordavam o ensino da comunicação das más notícias na formação pré-graduada ou os
métodos pedagógicos adotados). Destes, 21 apresentaram intervenções que promoveram
a aprendizagem ativa e 4 privilegiaram intervenções de aprendizagem mais passiva. No
que diz respeito aos métodos de ensino utilizados na formação pré-graduada, o mais
relevante parece ser a conjugação entre estratégias de aprendizagem ativa e de
aprendizagem passiva, isto é, a combinação entre intervenções teóricas e expositivas e
intervenções práticas e ativas.
Este trabalho permite concluir que a importância deste tema tem aumentado nos últimos
anos e que é muito pertinente o seu ensino na formação pré-graduada em Medicina. Os
métodos que promovem a aprendizagem ativa são os mais usados no ensino da
comunicação de más notícias. Todas as intervenções incluídas nesta dissertação referem
resultados positivos; contudo, são necessários mais estudos para definir os métodos e as
condições mais adequadas para promover uma aprendizagem mais efetiva da
comunicação de más notícias.
Breaking bad news is very important for patients, their families and physicians that are involved. This task is evaluated by medical students and doctors as one of the most demanding in the domain of clinical communication, deserving increased attention in medical education research and in the effectiveness and quality of clinical services. Thereby this work intends to systematically review the teaching methodologies for acquiring skills in the scope of breaking bad news in undergraduate medical education. A research has been conducted on PubMed and SciELO databases, using the keywords “medical education”, “breaking bad news” and “teaching methods”. The selected articles evaluated the pedagogical methods used in the teaching of breaking bad news. In each article, the main relevance was given to the pedagogical interventions, the evaluations of their effectiveness and their main conclusions. Of the 132 articles initially selected, 25 were analyzed (excluding those that did not address the communication of bad news in undergraduate training or the pedagogical methods adopted). Of these, 21 opted for interventions that promote active learning and 4 privileged passive learning. Regarding the different teaching strategies for undergraduate training, the most relevant method seems to be the combination of active and passive learning strategies, that is the combination of theoretical and expository interventions and practical and active interventions. This work allows us to conclude that the relevance of this matter has increased in recent years and that its teaching in undergraduate training in Medicine is very relevant. The methods that promote active learning are the most used in the teaching of breaking bad news. All the interventions included in this review report positive results; however, further studies are still needed to define the most appropriate methods and conditions to promote a more effective learning of breaking bad news.
Breaking bad news is very important for patients, their families and physicians that are involved. This task is evaluated by medical students and doctors as one of the most demanding in the domain of clinical communication, deserving increased attention in medical education research and in the effectiveness and quality of clinical services. Thereby this work intends to systematically review the teaching methodologies for acquiring skills in the scope of breaking bad news in undergraduate medical education. A research has been conducted on PubMed and SciELO databases, using the keywords “medical education”, “breaking bad news” and “teaching methods”. The selected articles evaluated the pedagogical methods used in the teaching of breaking bad news. In each article, the main relevance was given to the pedagogical interventions, the evaluations of their effectiveness and their main conclusions. Of the 132 articles initially selected, 25 were analyzed (excluding those that did not address the communication of bad news in undergraduate training or the pedagogical methods adopted). Of these, 21 opted for interventions that promote active learning and 4 privileged passive learning. Regarding the different teaching strategies for undergraduate training, the most relevant method seems to be the combination of active and passive learning strategies, that is the combination of theoretical and expository interventions and practical and active interventions. This work allows us to conclude that the relevance of this matter has increased in recent years and that its teaching in undergraduate training in Medicine is very relevant. The methods that promote active learning are the most used in the teaching of breaking bad news. All the interventions included in this review report positive results; however, further studies are still needed to define the most appropriate methods and conditions to promote a more effective learning of breaking bad news.
Description
Keywords
Comunicação de Más Notícias Educação Médica Métodos de Ensino