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Abstract(s)
Introdução: A comunicação é um dos atos mais privilegiados e nobres distintivo do ser
humano. Desde a comunicação verbal à projeção de voz, a aspetos posturais ou o
contacto visual, a comunicação é uma das pedras basilares da relação interpessoal e do
quotidiano de cada um. Deste modo, a comunicação em meio clínico é uma ferramenta
fulcral nas diferentes etapas do processo clínico: estabelecimento de relação médicodoente, prevenção e promoção de literacia em saúde, realização de história clínica,
avaliação das queixas e diagnóstico e até a adesão e eficácia terapêutica.
Objetivo: Com este estudo pretende-se descrever a perspetiva da comunidade
académica médica portuguesa (discentes e docentes) sobre a importância do ensino da
Comunicação Clínica na formação pré-graduada médica e comparar essas perspetivas
com os Planos de Estudo em vigor nas Escolas Médicas portuguesas.
Metodologia: Estudo qualitativo realizado com base na análise dos Planos de Estudo
das 8 Escolas Médicas portuguesas, em vigor no ano letivo de 2022/2023, e às
entrevistas semiestruturadas realizadas aos representantes da comunidade académica,
no período de setembro a novembro de 2023, num total de 18 entrevistas.
Resultados: Os resultados confirmam que a comunidade académica reconhece a
importância da Comunicação Clínica na formação pré-graduada em Medicina. Nos
últimos 10 anos, verificou-se uma evolução dos Planos de Estudo no que concerne à
Comunicação Clínica, embora muito lenta. Observa-se alguma heterogeneidade nos
Planos de Estudo das várias Escolas Médicas e algumas matérias consideradas relevantes
não são ainda abordadas (por exemplo, os aspetos emocionais da comunicação). O
ensino-aprendizagem destas matérias situa-se principalmente nos anos clínicos e as
aulas práticas e teórico-práticas são os métodos pedagógicos mais comuns. No que diz
respeito aos métodos de avaliação, as simulações e os role play, mas também as
avaliações teóricas foram os mais referidos.
Conclusão: Conclui-se que a comunidade académica reconhece a importância da
Comunicação Clínica na formação pré-graduada em Medicina e na prática clínica. Os
Planos de Estudo das Escolas Médicas portuguesas integram este tipo de matérias, mas
os conteúdos abordados e os métodos de ensino e avaliação necessitam de ser revistos e
atualizados.
Introduction: Communication is one of the most privileged and noble acts distinguishing human beings. From verbal communication to voice projection, postural aspects, or eye contact, communication is one of the foundation stones of interpersonal relationships and daily life for everyone. Thus, communication in a clinical setting is a crucial tool in various stages of the clinical process: establishing the physician-patient relationship, preventing and promoting health literacy, obtaining medical history, evaluating complaints and diagnosis, and even therapeutic adherence and efficacy. Objective: This study aims to describe the perspective of the Portuguese medical academic community (students and professors) on the importance of teaching Clinical Communication in national undergraduate medical education and compare these perspectives with the curriculum operative in Portuguese Medical Schools. Methodology: A qualitative study based on the analysis of the curriculum of the 8 Portuguese Medical Schools in force during the academic year 2022/2023, and semistructured interviews conducted with representatives of the academic community from September to November of 2023, totaling 18 interviews. Results: The results confirm that the academic community recognizes the importance of Clinical Communication in undergraduate medical education. In the past 10 years, there has been an evolution of the curriculum regarding Clinical Communication, although very slow. Some heterogeneity is observed in the curriculum of the Medical Schools and some relevant topics aren’t yet addressed (for example, the emotional aspects of communication). The teaching-learning of these competencies mainly occurs during the clinical years, and practical and theoretical-practical classes are the most common pedagogical methods. Regarding assessment methods, simulations and role plays, as well as theoretical assessments, were the most mentioned. Conclusion: It is concluded that the academic community recognizes the importance of Clinical Communication in undergraduate medical education and in clinical practice. The curriculum of Portuguese Medical Schools integrates these subjects, but the contents addressed and the teaching and assessment methods should be reviewed and updated.
Introduction: Communication is one of the most privileged and noble acts distinguishing human beings. From verbal communication to voice projection, postural aspects, or eye contact, communication is one of the foundation stones of interpersonal relationships and daily life for everyone. Thus, communication in a clinical setting is a crucial tool in various stages of the clinical process: establishing the physician-patient relationship, preventing and promoting health literacy, obtaining medical history, evaluating complaints and diagnosis, and even therapeutic adherence and efficacy. Objective: This study aims to describe the perspective of the Portuguese medical academic community (students and professors) on the importance of teaching Clinical Communication in national undergraduate medical education and compare these perspectives with the curriculum operative in Portuguese Medical Schools. Methodology: A qualitative study based on the analysis of the curriculum of the 8 Portuguese Medical Schools in force during the academic year 2022/2023, and semistructured interviews conducted with representatives of the academic community from September to November of 2023, totaling 18 interviews. Results: The results confirm that the academic community recognizes the importance of Clinical Communication in undergraduate medical education. In the past 10 years, there has been an evolution of the curriculum regarding Clinical Communication, although very slow. Some heterogeneity is observed in the curriculum of the Medical Schools and some relevant topics aren’t yet addressed (for example, the emotional aspects of communication). The teaching-learning of these competencies mainly occurs during the clinical years, and practical and theoretical-practical classes are the most common pedagogical methods. Regarding assessment methods, simulations and role plays, as well as theoretical assessments, were the most mentioned. Conclusion: It is concluded that the academic community recognizes the importance of Clinical Communication in undergraduate medical education and in clinical practice. The curriculum of Portuguese Medical Schools integrates these subjects, but the contents addressed and the teaching and assessment methods should be reviewed and updated.
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Keywords
Comunicação Comunicação Clínica Ensino Pré-Graduado Medicina Portugal