Deepening the teaching and learning of clinical communication: The importance of reflection and feedback in health education

Renato Soleiman Franco; Camila Ament Giuliani dos Santos Franco; Orit Karnieli-Miller

doi:10.15448/1980-6108.2021.1.39795

Autores

Renato Soleiman Franco Pontifical Catholic University of Parana (PUCPR), PR, Brazil. http://orcid.org/0000-0003-1176-480X
Camila Ament Giuliani dos Santos Franco Pontifical Catholic University of Parana (PUCPR), PR, Brazil; Faculdades Pequeno Príncipe, Curitiba, PR, Brazil. https://orcid.org/0000-0002-3686-5044
Orit Karnieli-Miller Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel. http://orcid.org/0000-0002-5790-0697

DOI:

https://doi.org/10.15448/1980-6108.2021.1.39795

Palavras-chave:

educação médica, habilidades de comunicação, estudantes de medicina

Resumo

Objetivos: a comunicação clínica (CC) está relacionada à interação entre profissionais de saúde e pacientes ou familiares, sendo fundamental para prática médica. Este artigo tem como objetivo contribuir para a discussão sobre reflexão e feedback no ensino e aprendizagem significativos de CC.
Métodos: os autores realizaram uma breve revisão e discussão conceitual da história e da natureza do ensino do CC, seguida pela exploração do papel da reflexão e do feedback no ensino de CC.
Resultados: comunicar-se bem pode ser desafiador, pois exige que os estudantes de medicina e profissionais adaptem sua comunicação a cada paciente/família enquanto obtêm todas as informações necessárias, transmitindo confiabilidade, cuidado e compaixão. O ensino do CC para estudantes de medicina envolve o aprofundamento de elementos técnicos, relacionais e emocionais da relação médico-paciente. A CC requer um ensino flexível e adaptado às necessidades dos estudantes. Portanto, ensinar CC deve ir além de fazer a pergunta apropriada ou aplicar comportamentos específicos baseados em listas de verificação. No ensino do CC, é crucial dar aos estudantes de medicina apoio para discutir as barreiras e atitudes pessoais e institucionais e explorar como transferir seu aprendizado para a prática clínica. Para tanto, deve-se estimular a reflexão para permitir que os alunos expressem dificuldades e sentimentos e ampliem sua compreensão de si e dos outros. Nesse processo, o feedback é essencial para ir além do ensino baseado em habilidades para o aprendizado baseado em reflexão.
Conclusão: a mudança de uma aprendizagem baseada em habilidades requer o uso de um processo reflexivo e feedback para permitir que os alunos aprendam sobre si, assim como, sobre se tornarem mais flexíveis e sintonizados com as diferentes necessidades do paciente nos encontros clínicos.

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Biografia do Autor

Renato Soleiman Franco, Pontifical Catholic University of Parana (PUCPR), PR, Brazil.

Psychiatrist, PhD in Medicine from the Faculty of Medicine of University of Porto, Portugal; professor in the School of Medicine and in the Post Graduate Program in Bioethics at Pontifical University of Paraná (PUCPR), Curitiba, Brazil.

Camila Ament Giuliani dos Santos Franco, Pontifical Catholic University of Parana (PUCPR), PR, Brazil; Faculdades Pequeno Príncipe, Curitiba, PR, Brazil.

Family Physician, PhD in Medicine from the Faculty of Medicine of University of Porto, Portugal; adjunct professor in the School of Medicine at Pontifical University of Paraná (PUCPR), Curitiba, Brazil.

Orit Karnieli-Miller, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel.

Social Work, BA, MA and PhD; Head of the Department of Medical Education, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel.

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