Loureiro Elizabete, Ferreira Maria Amélia, Fresta Mário, Ismail Mamudo, Rehman Shakaib U, Broome Monica
Department of Medical Education and Simulation, Portugal.
Centro de Estudos Avançados em Educação e Formação Médica (CEDUMED), Faculty of Medicine of the University Agostinho Neto, Luanda, Angola.
Porto Biomed J. 2017 Mar-Apr;2(2):47-58. doi: 10.1016/j.pbj.2016.12.005. Epub 2017 Jan 24.
CCS training lacks a formal structure with substantial variation of the teaching process.The interviews promoted, amongst important stakeholders, a rise in awareness of this situation and how these skills can enhance the quality of clinical practice, encouraging curricular change.A communication skills teaching model: CoSTProMed is suggested for curriculum integration.
The importance of clinical communication skills (CCS) teaching and assessment is increasingly recognized in medical education. There is a lack of outcome-based research about CCS teaching and assessment processes in Portuguese medical education. Our goal is to conduct a SWOT analysis of this process in Portugal, Angola and Mozambique in order to contribute to the establishment of an action plan for more effective CCS teaching and assessment in medical curricula.
Between 2010 and 2012, semi-structured interviews focused on the state of the art of teaching and assessment of clinical communication skills were conducted with key stakeholders of medical courses in Portugal, Angola and Mozambique. The design corresponds to an exploratory, descriptive and cross-sectional study, with the analysis of the recorded interviews. Interview transcripts were analyzed to identify salient themes/coding template in their discussions of the CCS teaching process. The coding and analysis of the surveys is qualitative.
87 interviews were performed at the 8 Portuguese, 1 Angolan and 1 Mozambican medical schools. Results indicate that the teaching and assessment process of CCS is in the beginning stages with these commonalities noted: (i) Variability amongst faculty in the teaching and assessment methods, (ii) disconnection of CCS between basic and clinical cycles, (iii) content and process skills and (iv) faculty development.
CCS training lacks a formal structure with considerable variation of the CCS teaching process in these countries. The interviews promoted a rise in awareness of this situation and how these skills can enhance the quality of curricular change. Some important opportunities for the development and implementation of a framework of an integrated communication skills curriculum such as curricular reforms and well-established cooperation and networks were identified. The acknowledgement of the importance of integrating these skills in ME by key stake-holders and students in institutions and the identification of champions motivated to commit to the effort are strengths that should be considered to integrate and enhance CCS in the medical curricula.
临床沟通技能（CCS）培训缺乏正式结构，教学过程存在很大差异。访谈促使重要利益相关者提高了对这种情况的认识，以及这些技能如何提高临床实践质量，从而推动课程改革。建议采用一种沟通技能教学模式：CoSTProMed进行课程整合。
临床沟通技能（CCS）教学与评估的重要性在医学教育中日益得到认可。葡萄牙医学教育中缺乏关于CCS教学与评估过程的基于结果的研究。我们的目标是对葡萄牙、安哥拉和莫桑比克的这一过程进行SWOT分析，以便为制定一项在医学课程中更有效地进行CCS教学与评估的行动计划做出贡献。
2010年至2012年期间，对葡萄牙、安哥拉和莫桑比克医学课程的关键利益相关者进行了半结构化访谈，重点关注临床沟通技能的教学与评估现状。该设计对应于一项探索性、描述性和横断面研究，并对访谈记录进行分析。对访谈记录进行分析，以确定他们在CCS教学过程讨论中的突出主题/编码模板。调查的编码和分析是定性的。
在8所葡萄牙、1所安哥拉和1所莫桑比克医学院进行了87次访谈。结果表明，CCS的教学与评估过程处于初始阶段，有以下共同特点：（i）教师在教学和评估方法上存在差异，（ii）基础阶段与临床阶段的CCS脱节，（iii）内容和过程技能，以及（iv）教师发展。
在这些国家，CCS培训缺乏正式结构，CCS教学过程存在很大差异。访谈提高了对这种情况的认识，以及这些技能如何推动课程改革。确定了一些开发和实施综合沟通技能课程框架的重要机会，如课程改革以及完善的合作与网络。机构中的关键利益相关者和学生认识到将这些技能融入医学教育的重要性，以及确定有积极性致力于此项工作的倡导者，这些优势应被视为在医学课程中整合和加强CCS的因素。
