O ensino da comunicação na formação médica: uma perspectiva de promover o cuidado integral

Abstract

Introduction: this work is composed of an article and four educational products from the research entitled "teaching communication in medical training: a perspective of fostering full care". Relational skills such as communication and empathy are important tools for medical practice. These strengthen the bond between professional and patient and promote co-responsibility in care. Many studies relate the importance of addressing empathic and communication skills during undergraduate teaching, proposing ways to exercise empathy and pointing possible ways to teaching with a view to developing empathic potential, considered fundamental for better results in health care. The motivation for the present study arose from the author's personal, academic, and professional experience, who, over the years working in public health, observed communication problems with the patient. The Professional Master's in Health Teaching was a journey of great learning, providing new discoveries, especially in the universe of research, with the richness of the interdisciplinary look, coupled with the great power of education and teaching in health, a fruitful space for the construction of good care practices. Objective: to analyze the contribution of communication teaching in the training of medical students at a public university in northeastern Brazil as a promotion of the enhancement of full care. Method: a focus group was conducted with 06 students from the 11th period of the medical course; the data were analyzed according to the method proposed by Malheiros (2011). Results: it was evidenced that the teaching of communication in medical education in the public university surveyed is still superficial and little explored. Despite the efforts of some teachers to promote discussions and reflections on the subject, the approach is still fragmented and hinders the development of communication skills throughout training, as recommended by the National Curriculum Guidelines (NCG) of the course in question. The performance of students in communication with the patient is not evaluated during the formative course. Based on this, the educational products proposed in this thesis intend to contribute as tools for the teaching and evaluation of communication skills of the medical student.