Communication skills teaching in Brazilian medical schools: What lessons can be learned?. Issue 8 (August 2018)

• Record Type: Journal Article
• Authors: Liberali, Rafaela; Novack, Dennis; Duke, Pamela; Grosseman, Suely
• Is Part Of: Patient education and counseling. Volume 101:Issue 8(2018)
• Page Start: 1496
• Page End: 1499
• Publication Date: 2018-08
• Subjects: Communication -- Education -- Medical -- Communication skills -- Medical curriculum -- Health communication; Patient education -- Periodicals; Health counseling -- Periodicals; Health education -- Periodicals; Counseling -- Periodicals; Patient Education -- Periodicals; Éducation des patients -- Périodiques; Counseling -- Périodiques; Éducation sanitaire -- Périodiques; 615.5071
• DOI: 10.1016/j.pec.2017.12.021
• Languages: English
• ISSNs: 0738-3991

Abstract

Highlights: This study was performed with 162 of 237 accredited Brazilian Medical schools (MS). Out of 162 MS, 104 (64.2%) had formal Communication skills (CS) training. The CS programs generally were offered in the pre-clinical years. Only 7 MS had CS as a longitudinal course over all medical training. The only content unique to Brazil CS training is the "acolhimento". Abstract: Objective: To assess current practices in communication skills (CS) teaching in Brazilian medical schools (MS), looking for similarities and differences with other countries. Methods: This study was performed with 162 out of the 237 accredited Brazilian MS (68.35%). The quantitative data were analyzed using descriptive statistics and qualitative data using content analysis. Results: 104 MS (64.2%) reported formal CS training. CS were more commonly taught in the pre-clinical years, by physicians and psychologists. Compared to other countries, Brazil was unique in offering training for "acolhimento" ("embracement"), which is a Brazilian Government strategy that requires that all those connected with healthcare delivery, from administrators to practitioners, and all allied health personnel "embrace" a dedication to caring for patients and the communities in which they live. Conclusions: Formal CS teaching in Brazilian MS is less frequently seen in MS curriculum compared to reported data from other countries. The CS teaching of "embracement" is unique to Brazil. Practice implications: This study adds to the literature by identifying the CS teaching of "embracement" in Brazilian MS, which could be considered outside Brazil.