Beyond Words
the Role of the Clinical Communication Laboratory in Family Practice Training
DOI:
https://doi.org/10.5712/rbmfc19(46)4223Keywords:
Health Communication, Internship and Residency, Family Practice, Video recording.Abstract
Problem: The study of clinical communication in medical education was scarcely addressed before the 1960s, with a focus on the Flexnerian model and the valorization of disease-centered medicine. However, over time, the inadequacies of this model became apparent, leading to the need to rethink medical education in light of the complexity of the health-disease process and social determinants of health. In the context of Primary Health Care (PHC), communication skills and the doctor-patient relationship assume great importance, as the professionals' communication ability directly impacts adherence to proposed therapeutic plans, patient satisfaction, and their experience with diseases. Despite its relevance, there is a belief that such preparation is unnecessary or untrainable and that this skill is innate to professionals. Method: This study describes the Communication Laboratory (LabCom) of the Family Practice Residency Program of the Recife Health Department as a strategy to develop communication skills among residents. LabCom uses video-recorded consultations and group feedback as primary teaching methods. Results: LabCom is effective in promoting communication skills and critical reflection among residents, providing a safe and structured environment for learning. Conclusions: LabCom has significant potential for the professional development of residents, in addition to fostering self-reflection, constructing elaborate feedback, and providing a supportive space. Its replication in other residency programs is suggested, as well as expansion to include a variety of clinical situations in PHC, aiming to comprehensively address the communication needs of future physicians.
Downloads
Metrics
References
Pagliosa FL, Da Ros MA. O relatório Flexner: para o bem e para o mal. Rev Bras Educ Médica 2008;32(4):492-9. https://doi.org/10.1590/S0100-55022008000400012 DOI: https://doi.org/10.1590/S0100-55022008000400012
González AD, Almeida MJD. Movimentos de mudança na formação em saúde: da medicina comunitária às diretrizes curriculares. Physis Rev Saúde Coletiva 2010;20(2):551-70. https://doi.org/10.1590/S0103-73312010000200012 DOI: https://doi.org/10.1590/S0103-73312010000200012
Marins JJN, Rego S, Haddad AE, organizadores. Educação médica: gestão, cuidado, avaliação. São Paulo: Rio de Janeiro: Hucitec Editora; Associação Brasileira de Educação Médica; 2011. 460 p. (Saúde em Debate).
Buss PM, Pellegrini Filho A. A saúde e seus determinantes sociais. Physis Rev Saúde Coletiva 2007;17(1):77-93. https://doi.org/10.1590/S0103-73312007000100006 DOI: https://doi.org/10.1590/S0103-73312007000100006
Stelet BP. Entre contos e contrapontos: medicina narrativa na formação médica. S.l.: Appris; 2021.
Dalen JV, Bartholomeus P, Kerkhofs E, Lulofs R, Thiel JV, Rethans JJ, et al. Teaching and assessing communication skills in Maastricht: the first twenty years. Med Teach 2001;23(3):245-51. https://doi.org/10.1080/01421590120042991 DOI: https://doi.org/10.1080/01421590120042991
Kurtz S, Silverman J, Draper J, Kurtz S. Teaching and learning communication skills in medicine. 2. ed. reprinted. Oxford: Radcliffe; 2006. 369 p.
Marco MAD, Vessoni AL, Capelo A, Dias CC. Laboratório de comunicação: ampliando as habilidades do estudante de medicina para a prática da entrevista. Interface - Comun Saúde Educ 2010;14:217-27. https://doi.org/10.1590/S1414-32832010000100018 DOI: https://doi.org/10.1590/S1414-32832010000100018
Schirmer JM, Mauksch L, Lang F, Marvel MK, Zoppi K, Epstein RM, et al. Assessing communication competence: a review of current tools. Fam Med 2005;37(3):184-92. PMID: 15739134
Maguire P. Key communication skills and how to acquire them. BMJ 2002;325(7366):697-700. https://doi.org/10.1136/bmj.325.7366.697 DOI: https://doi.org/10.1136/bmj.325.7366.697
Sociedade Brasileira de Medicina de Família e Comunidade. Currículo Baseado em Competências para Medicina de Família e Comunidade [Internet]. 2019 [acessado em 1 out. 2023]. Disponível em: https://www.sbmfc.org.br/wp-content/uploads/media/Curriculo%20Baseado%20em%20Competencias(1).pdf
Simmenroth-Nayda A, Weiss C, Fischer T, Himmel W. Do communication training programs improve students’ communication skills? - a follow-up study. BMC Res Notes 2012;5(1):486. https://doi.org/10.1186/1756-0500-5-486 DOI: https://doi.org/10.1186/1756-0500-5-486
Fluckiger J, Vigil YT y, Pasco R, Danielson K. Formative feedback: involving students as partners in assessment to enhance learning. Coll Teach 2010;58(4):136-40. https://doi.org/10.1080/87567555.2010.484031 DOI: https://doi.org/10.1080/87567555.2010.484031
Tang J, Harrison C. Investigating university tutor perceptions of assessment feedback: three types of tutor beliefs. Assess Eval High Educ 2011;36(5):583-604. https://doi.org/10.1080/02602931003632340 DOI: https://doi.org/10.1080/02602931003632340
Hulsman RL, Van Der Vloodt J. Self-evaluation and peer-feedback of medical students’ communication skills using a web-based video annotation system. Exploring content and specificity. Patient Educ Couns 2015;98(3):356-63. https://doi.org/10.1016/j.pec.2014.11.007 DOI: https://doi.org/10.1016/j.pec.2014.11.007
Hammoud MM, Morgan HK, Edwards ME, Lyon JA, White C. Is video review of patient encounters an effective tool for medical student learning? A review of the literature. Adv Med Educ Pract 2012;3:19-30. https://doi.org/10.2147/AMEP.S20219 DOI: https://doi.org/10.2147/AMEP.S20219
Dohms M. Comunicação clínica: aperfeiçoando os encontros em saúde. Porto Alegre, RS: Artmed; 2021.
Brasil. Lei nº 13.709, de 14 de agosto de 2018 [Internet]. Brasília; 2018 [acessado em 10 out. 2023]. Disponível em: https://www.planalto.gov.br/ccivil_03/_ato2015-2018/2018/lei/l13709.htm
Conselho Federal de Medicina. LGPD: a Lei Geral de Proteção de Dados Pessoais e a atuação do profissional de medicina [Internet]. 2022 [acessado em 1 jun. 2024]. Disponível em: https://cdn-flip3d.sflip.com.br/temp_site/issue-fd4d801731725513a4d77aa9bb35534b.pdf
Borges MC, Miranda CH, Santana RC, Bollela VR. Avaliação formativa e feedback como ferramenta de aprendizado na formação de profissionais da saúde. Med Ribeirão Preto 2014;47(3):324-1. https://doi.org/10.11606/issn.2176-7262.v47i3p324-331 DOI: https://doi.org/10.11606/issn.2176-7262.v47i3p324-331
Bandeira M. Estrela da vida inteira. 21ª ed. Rio de Janeiro: Editora Nova Fronteira; 1993. 447 p.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Sílvia Regina de Souza Dias, Maria Olivia Lima de Mendonça, Rubens Cavalcanti Freire da Silva, Leticia Maggioni

This work is licensed under a Creative Commons Attribution 4.0 International License.
By submitting a manuscript to the RBMFC, authors retain ownership of the copyright in the article, and authorize RBMFC to publish that manuscript under the Creative Commons Attribution 4.0 license and identify itself as the vehicle of its original publication.









