Department of Medicine, Universidade Federal do Vale do São Francisco (Univasf), Brazil.
Postgraduate Program, Instituto de Medicina Integral Professor Fernando Figueira (IMIP), Brazil.
Int J Med Educ. 2023 Mar 30;14:23-35. doi: 10.5116/ijme.6412.f49b.
This study aimed to understand the teaching-learning experience in the Communication in Healthcare class among students, teaching assistants, and health professionals, as well as its applications to professional practice.
This is a qualitative study with a theoretical approach based on Gadamer's Philosophical Hermeneutics and a methodological framework based on Minayo and Bardin's thematic content analysis. Communication in Healthcare is an elective multiprofessional class, which lasts one semester and is offered regularly. All former students (n = 368) were invited to participate by email, and 30 participated in these focus groups (13 students, 8 teaching assistants, and 9 health professionals). The online focus groups took place on an online platform, and they were video-recorded and subsequently transcribed. Through cross-sectional and vertical analysis, the main themes were identified.
The Communication in Healthcare class was an important step for personal, professional, and interprofessional formation and development of communication competence. The following dominant themes were identified: 1) motivation for signing up, 2) prior expectations, 3) meaning of the experience and shaping moments, 4) how the teaching-learning experience was retained and what was retained, 5) repercussions in relation to self, others, and professional life, and 6) reflections about the curriculum, interprofessional dialogue, and formation.
The teaching-learning experience was important for the formation of communicational competence. This research contributes to medical education and opens teaching-learning paths for communication skills, empathy, dialogue, and interprofessionalism. Future studies with a philosophical hermeneutic framework and online focus groups are indicated for the comprehension of educational interventions in health.
本研究旨在了解学生、助教和卫生专业人员在医疗保健沟通课程中的教与学体验，以及其在专业实践中的应用。
这是一项定性研究，理论方法基于伽达默尔的哲学解释学，方法论框架基于米尼奥和巴尔丁的主题内容分析。医疗保健沟通是一门多专业选修课程，持续一个学期，定期开设。通过电子邮件邀请所有以前的学生（n=368）参加，其中 30 人参加了这些焦点小组（13 名学生、8 名助教和 9 名卫生专业人员）。在线焦点小组在在线平台上进行，视频记录并随后转录。通过横断和纵向分析，确定了主要主题。
医疗保健沟通课程是个人、专业和跨专业发展沟通能力的重要步骤。确定了以下主要主题：1）报名动机，2）前期期望，3）体验的意义和塑造时刻，4）教学体验的保留方式和保留内容，5）与自我、他人和专业生活的反响，6）对课程、跨专业对话和形成的反思。
教与学体验对沟通能力的形成很重要。这项研究为医学教育做出了贡献，并为沟通技巧、同理心、对话和跨专业主义开辟了教学途径。未来的研究需要具有哲学解释学框架和在线焦点小组，以理解卫生领域的教育干预措施。
