Social media jealousy and life satisfaction in romantic relationships: mediation role of communication skills / Celos en redes sociales y satisfacción en relaciones románticas: papel mediador de las habilidades comunicativas

Abstract Objective. The main aim of this study is to examine the mediation role of communication skills in the relationship between social media jealousy and life satisfaction in individuals with romantic relationships. Method. The sample group of the study consisted of a total of 445 individuals who have a romantic relationship, 228 females and 217 males aged from 18 to 31 in the period of emerging adulthood. The mean age of participants in the study was 23.49 (SD = 3.29). In order to gather data Social Media Jealousy Scale, Life Satisfaction Scale and Communication Skills Scale. Results. According to the findings of the study, social media jealousy negatively predicted life satisfaction. The main focus and other important finding of the study was that communication skills mediated the relationship between social media jealousy and life satisfaction. This study emphasises the mediating role of communication skills between social media jealousy and life satisfaction in individuals with romantic relationships and suggests that developing and strengthening communication skills. This study points to an important area in terms of understanding and improving the effects of social media interactions on emotional experience and life satisfaction.

Resumen Objetivo. El objetivo principal de este estudio es examinar el papel mediador de las habilidades comunicativas en relación con los celos en las redes sociales y la satisfacción vital en individuos con relaciones románticas. Método. El grupo de muestra del estudio consistió en un total de 445 individuos que mantienen una relación romántica, 228 mujeres y 217 hombres con edades comprendidas entre los 18 y los 31. La edad media de los participantes en el estudio era de 23.49 años (DT = 3.29). Para la recolección de datos, se utilizaron la Escala de Celos en las Redes Sociales, la Escala de Satisfacción Vital y la Escala de Habilidades Comunicativas. Resultados. Según los resultados del estudio, los celos de las redes sociales predijeron negativamente la satisfacción vital. El principal hallazgo fue que las habilidades comunicativas mediaron la relación entre los celos en los medios sociales y la satisfacción vital. Este estudio subraya el papel mediador de las habilidades de comunicación entre los celos de los medios sociales y la satisfacción vital en individuos con relaciones románticas y recomienda el desarrollo y fortalecimiento de las habilidades de comunicación. Este estudio apunta a un área importante en términos de comprensión y mejora de los efectos de las interacciones de los medios sociales en la experiencia emocional y la satisfacción vital.

Promoting crucial team building, collaboration, and communication skills in graduate students through interactive retreats.

Biomedical graduate students receive intensive training in their scientific area of interest yet need additional skills for successful scientific careers. Our aim was to promote team building, improve collaborations and enhance communication skills. An off-site yearly retreat was organized for the graduate students in our NIH-funded Research Initiative for Scientific Enhancement (RISE) graduate training program. Retreat themes were addressed through short presentations, case studies, live podcasts, webinars, focus groups, role-play, and breakout sessions with various team building exercises to practice communication skills and identify abilities, knowledge, values, and behaviors. Trainees gave short presentations and served as discussion leaders on topics related to the central theme. Expert guest speakers participated in discussion sessions with the trainees. Trainees evaluated the retreats at the end. A total of 48 trainees, 12 RISE Program faculty and staff, and 26 external speakers from industry, academia, media/journalism, the arts, psychology, and holistic medical fields participated over 9 years. The overall average benefit of the in-person retreats was rated 4.80 on a Likert scale of 1-5 by trainees. Trainees particularly enjoyed the informal interactions with program faculty, staff, and fellow trainees. They appreciated the opportunity to learn soft skills, such as interpersonal communication, conflict resolution, and leadership. Two additional retreats conducted virtually because of the COVID-19 pandemic were perceived as less beneficial. We conclude that off-site interactive retreats are a valuable tool for enhancing soft skills and a sense of team identity in a biomedical sciences graduate program, while covering important issues related to scientific careers.NEW & NOTEWORTHY Off-site interactive science-related retreats are a valuable tool for enhancing soft skills and sense of team identity in a biomedical sciences graduate program, while covering important issues related to pursuing a career in science. There are many perceived benefits, so we encourage other training programs to include a similar type of regular activity in students' training with the goal of improving trainee well-being and supporting their academic and research productivity.

Intervenciones parentales para el desarrollo lingüístico- comunicativo en preescolares con Trastornos del Neurodesarrollo: una revisión sistemática / Parental interventions for linguistic-communicative development in preschoolers with Neurodevelopmental Disorders: a systematic review

Resumen En el actual escenario sociosanitario enfrentado a raíz de la pandemia por SARS-CoV-2, múltiples actividades se han visto mermadas, e incluso, suspendidas por los largos periodos de aislamiento social y las medidas de cuidado para evitar contagios. En este sentido, muchas personas han dejado de recibir con la misma regularidad, o bajo las mismas circunstancias, sus tratamientos, incluyendo a niños con Trastornos del Neurodesarrollo (TND). Es así como surgen las intervenciones Parentales. Estas son programas donde los padres o cuidadores primarios son entrenados para llevar a cabo acciones terapéuticas con el niño y cuyo objetivo puede estar orientado a promover múltiples habilidades. El objetivo de la presente revisión sistemática fue determinar el efecto de estas intervenciones para promover el lenguaje y la comunicación en niños con diagnóstico de TND de entre 2 y 5 años. Se realizó una búsqueda sistemática en las bases de datos ERIC, MEDLINE y PubMed, considerando publicaciones de entre enero del 2010 y marzo de 2022. De las 9885 referencias iniciales, y posterior a las etapas de tamizaje y elegibilidad, 5 fuentes primarias cumplieron con los criterios de selección. Los resultados indican que las intervenciones parentales para habilidades de comunicación serían efectivas e incluso se mantendrían los efectos en medidas de seguimiento. En cuanto a las habilidades de lenguaje, los resultados a través de los estudios son contradictorios. Por otra parte, ninguno de los estudios reporta efectos adversos para los niños. En cuanto a efectos beneficios o adversos para padres o cuidadores primarios, ninguno de los estudios incluidos reporta medidas asociadas.

Abstract In the current socio-sanitary scenario that we are facing as a result of the SARS-CoV-2 Pandemic, there have been many activities that have been reduced and even suspended due to long periods of social isolation and care measures to avoid contagion. In this sense, many people have stopped receiving their treatments with the same regularity or under the same circumstances, including children with Neurodevelopmental Disorders. This is how parental interventions correspond to programs where parents or primary caregivers are trained to carry out therapeutic actions with the child and whose objective may be aimed at promoting multiple skills. The objective of this systematic review was to determine the effect of these interventions to promote language and communication in children diagnosed with Neurodevelopmental Disorders between 2 and 5 years of age. A systematic search was carried out in the ERIC, MEDLINE and PubMed databases including publications between January 2010 and March 2022. Of the 9885 initial references, and after the screening and eligibility stages, 5 primary sources met the selection criteria. The results indicate that parental interventions for communication skills would be effective, and the effects would even be maintained in follow-up measures. Regarding language skills, the results across studies are contradictory. On the other hand, none of the studies reported adverse effects for children. Regarding beneficial or adverse effects for parents or primary caregivers, none of the included studies reported associated measures.

Novice medical students' perception about bad news training with simulation and spikes strategy.

Objective: To analyze the medical students' perception about simulated consultations before and after training using the SPIKES protocol. Methods: Quasi-experimental study, with a qualitative approach. It counted with the participation of 20 students as Simulated Physicians (SF), and 20 students as Simulated Patients (SP), all belonging to a medical course. Data were obtained from the responses given to a reflective question, applied before and after training with the SPIKES. The treatment and the analysis of the data were guided by the stages of thematic analysis. Results: In the category "Simulated Medical Student's Self-Perception", the subcategories "Nervousness and Insecurity" were predominant after the first consultation, while "Tranquility and Security" after the second consultation after training. In the category "Simulated Medical Student's Perception about the Educational Process", the subcategory "Reflective Learning" emerged in the students' speeches, especially after the second consultation. In the speeches of SP, it was evidenced the improvement of the care provided by SF after training. Conclusion: The strategy used for the development of communication skills showed evidence of short-term effectiveness. Innovation: The research resulted in a teaching protocol for students in pre-clinical stages that involves four stages: simulation, self-assessment, feedback and new simulations.

La importancia de la comunicación médico-paciente: un estudio en Argentina

Objetivo: Analizar la importancia de la comunicación en la relación médico-paciente y recopilar información sobre la percepción durante su práctica. Método: Se realiza una revisión bibliográfica y una encuesta (participaron 105 médicos en Argentina). Resultados: Los resultados muestran que la mayoría de los profesionales refiere dificultades en la comunicación y que estas dificultan la atención. Los médicos manifestaron dificultades para comunicar malas noticias, mayormente en las áreas clínicas, y que la habilidad de ponerse en el lugar del paciente es fundamental para la comunicación de dichas noticias. Los jóvenes consideran de manera significativa que la comunicación de malas noticias depende de la práctica. Conclusiones: Las habilidades comunicativas son indispensables. Existe evidencia para sugerir que es necesario profundizar en la adquisición de competencias comunicativas y valores éticos.

Objective: To discuss the importance of communication in the doctor-patient relationship and collect information about perception during their practice. Materials and methods: A literature review and a survey were conducted (105 doctors in Argentina participated). Results: Most professionals report communication difficulties, which hinder care. Physicians expressed difficulties communicating bad news, primarily in clinical areas, and the ability to put themselves in the patient's shoes is essential for giving such news. Young people significantly consider that the communication of bad news depends on practice. Conclusions: Communication skills are critical. Evidence suggests that it is necessary to look into the acquisition of communication skills and ethical values.

Objetivo: analisar a importância da comunicação na relação entre médico e paciente, e coletar informações sobre a percepção durante sua prática. Método: são realizados uma revisão bibliográfica e um questionário, do qual participaram 105 médicos na Argentina. Resultados: a maioria dos profissionais refere dificuldades na comunicação e que estas prejudicam o atendimento. Os médicos manifestaram dificuldades para comunicar más notícias, predominantemente nas áreas clíngicas, e que a habilidade de se colocar no lugar do paciente é fundamental para a comunicação dessas notícias. Os jovens consideram de maneira significativa que a comunicação de más notícias depende da prática. Conclusões: as habilidades comunicativas são indispensáveis. Há evidência para sugerir que seja necessário aprofundar sobre a aquisição de competências comunicacionais e valores éticos.

La importancia del desarrollo de las habilidades comunicacionales en estudiantes del área de la salud / The importance of developing communication skills in students in the health área

INTRODUCION Estos últimos años la Educación Superior ha tenido que incorporar en su curricular el desarrollo de habilidades comunicacionales, siendo actualmente considerada por la Asociación de Colegios Médicos Americanos (AAMC), Asociación Americana de Escuelas de Medicina(AAME) y Escuela de aprendizaje, conductual y de habilidades (EACH) como una competencia básica del profesional del área salud y que en ocasiones determina el éxito o fracaso del proceso asistencial, existiendo evidencia que el proceso comunicativo que se da en los centros de atención médica referida a la interacción médico-paciente determina la precisión del diagnóstico, toma de decisiones y adherencia del tratamiento que permite una excelente práctica médica. Frente a esta necesidad las Universidades han implementado diversas actividades realizadas en países anglosajones que deben ser ajustadas a las necesidades y contexto social chileno.

In recent years, Higher Education has had to incorporate in its curriculum the development of communication skills, being currently considered by the Association of American Medical Colleges (AAMC), American Association of Medical Schools (AAME) and School of Learning, Behavioral and Skills (EACH) as a basic competence of the health professional and that sometimes determines the success or failure of the care process, there is evidence that the communicative process that occurs in health care centers related to doctor-patient interaction determines the accuracy of diagnosis, decision making and adherence to treatment that allows excellent medical practice. Faced with this need, the Universities have implemented various activities carried out in Anglo Saxon countries that must be adjusted to the needs and social context of Chile

Teaching medical students to choose wisely through simulation.

The Choosing Wisely (CW) campaign aims to encourage dialog among physicians and patients about the costs and benefits of medical care. The purpose of the present study was to describe the implementation of the CW campaign among medical students in the pediatrics clerkship using different teaching strategies and to evaluate the students' perception and performance. A prospective, interventionist, open study with a control group was conducted. All sixth-year undergraduate medical students that were on their pediatric clerkship at the Emergency Department during the study period were invited to participate. The study consisted of two strategies: a remote video class about the CW initiative and in situ simulation training. By the end of the rotation, all participants were evaluated through an Objective Structured Clinical Examination (OSCE). A total of 50 students were included, of which 24 watched only the online video (control group) and 26 were exposed to both the online video and the simulation scenarios (intervention group). Students in the intervention group had a significantly higher total score in the OSCE compared to students in the control group (median 90 vs 90; range 78-100 vs 50-100; p: 0.047). Median scores of behavioral items of the OSCE grouped together were significantly higher in the intervention group compared to the control group (median 60 vs 50; range 40-60 vs 20-60; p: 0.002).Conclusion: Simulation training about principles of the CW campaign had a greater impact on behavioral aspects of undergraduate students. This learning strategy was well accepted by participants. What is Known: • The Choosing Wisely (CW) campaign aims to encourage dialog among physicians and patients about the costs and benefits of medical care. • Teaching high-value and cost-conscious care to medical students is highly desired.. What is New: • Simulation training about principles of the CW campaign had a greater impact on behavioral aspects of undergraduate students.

Communication Apprehension Among Health Professions Students in Brazil.

Objective. To determine the levels of communication apprehension experienced by health professions students in Brazil.Method. A cross-sectional study of dentistry, pharmacy, medicine, and nursing students at a Brazilian university was conducted from December 2019 to May 2020. The students were invited to complete the Personal Report of Communication Apprehension (PRCA-24) and provide demographic data. Univariate and bivariate analyses were conducted.Results. A total of 644 health students answered the survey, and 25.5% were classified as having high communication apprehension. Male participants had significantly lower PRCA-24 scores than female participants. No significant differences were found between PRCA-24 scores by age category or academic year. Medical students had significantly lower mean PRCA-24 scores than pharmacy students.Conclusion. The prevalence of communication apprehension was high among health professions students. Women and pharmacy students had the highest communication apprehension scores. Health educators should consider the effects of communication apprehension on students and use adequate interventions during communication skills training to alleviate this apprehension.

Diseño, elaboración y validación de un caso clínico simulado-online para uso en simulación evaluativa dirigido a estudiantes de medicina de último curso en el área de ginecología / Design, elaboration and validation of online-simulated clinical case for evaluative simulation in last level medical students in the area of gynecology

OBJETIVO. Construir y validar un Caso Clínico Simulado-Online (CCS-Online) como herramienta de evaluación de Habilidades Clínicas de Comunicación (HCC) y Razonamiento Clínico (RC) en un Examen de Competencias Objetivamente Estructurado (ECOE) dirigido a estudiantes de medicina de la asignatura de Ginecología. MATERIAL Y MÉTODOS. Estudio cuantitativo descriptivo, en una prueba piloto se puso a consideración de jueces expertos y estudiantes un Caso Clínico Simulado-Online (CCS-Online) con 3 componentes básicos del diseño de Casos Clínicos Simulados con fines evaluativos: 1) Correlación entre objetivos de la evaluación y la herramienta evaluativa, 2) Coherencia interna de los elementos que conforman el CCS y 3) Fidelidad del Escenario Simulado, todos ellos recogidos en un cuestionario estructurado de 16 elementos, con asignación de rangos ordinales del 1 al 5 en una escala de Likert. Se utilizó el coeficiente Kappa de Fleiss y la escala de Landis para determinar el grado de acuerdo y la fuerza de concordancia entre los expertos consultados; y el test U de Mann-Whitney para comparar diferencias entre grupos. RESULTADOS. Jueces expertos y estudiantes concuerdan que el instrumento CCS-Online contiene en su diseño componentes y elementos que permiten evaluar las competencias de RC y HCC en un escenario virtual (Kappa 0,688 /0,757 p<0,001). La valoración media global fue de 4,65/5 y 4,41/5, para jueces y estudiantes respectivamente. CONCLUSION. Jueces expertos y estudiantes calificaron al CCSOnline como una herramienta de evaluación que cumple con un buen nivel los criterios de diseño necesarios para evaluar las competencias de Habilidades Clínicas de Comunicación (HCC) y el Razonamiento Clínico (RC) en el área de Ginecología.

OBJECTIVE. Build and validate a Simulated Clinical Case-Online (SCC-Online) as an evaluation tool for Clinical Communication Skills (CCS) and Clinical Reasoning (CR) in medical students of Gynecology, in an Objectively Structured Competency Examination (OSCE). Material and methods. Quantitative descriptive study, in a pilot test a Simulated Clinical Case-Online (SCC-Online) was submitted to the judment of a group of expert judges and students, the following 3 basic components of the design of Simulated Clinical Cases were presented 1) Correlation between the evaluation objectives and the evaluation tool, 2) Internal coherence of the elements that make up the SCC and 3) Fidelity of the Simulated Scenario, all of them collected in a structured questionnaire of 16 elements, with assignment in an ordinal ranks from 1 to 5 on a Likert scale. The Fleiss Kappa coefficient and the Landis scale were used to determine the degree of agreement and the strength of concordance between the experts consulted; and the Mann-Whitney U test to compare differences between groups. RESULTS. Expert judges and students agree that the SCC-Online is an instrument that contains in its design components and elements that allow the evaluation of CR and CCS competencies in a virtual scenario (Kappa 0.688 /0.757 p<0.001). The overall mean score was 4.65/5 and 4.41/5, for judges and students, respectively. CONCLUSION. Expert judges and students qualified the SCC Online as a good level evaluation tool, that meets the necessary design criteria to evaluate Clinical Communication Skills and Clinical Reasoning competences in the area of Gynecology.

Effectiveness and Determinant Variables of Augmentative and Alternative Communication Interventions in Cerebral Palsy Patients with Communication Deficit: a Systematic Review

ABSTRACT Purpose Assess the effectiveness of augmentative and alternative communication (AAC) interventions in patients with CP and to reveal determinant variables of main intervention outcomes: receptive and expressive language. Research strategies The search was performed in following databases: MEDLINE (Ovid); PubMed (NLM); Embase (Ovid); Cochrane Database of Systematic Reviews; Cumulative Index to Nursing and Allied Health Literature; Database of Abstracts of Reviews of Effects; Cochrane Central Register of Controlled Trials; Health Technology Assessment database and PEDro. Selection criteria Full-text and peer-reviewed studies in English studying the effectiveness of AAC in patients with cerebral palsy were included. Studies with patients (<18 years) diagnosed with CP were included. Data analysis A narrative analysis was conducted to evaluate the efficacy of AAC methods. A random-effects model meta-analysis was used to assess determinants of AAC intervention outcomes. Results The online database and manual reference search revealed 445 records. Nine studies investigating a total of 294 subjects with CP met predefined eligibility criteria: 4 studies with single subject, multiple baseline research designs, 3 longitudinal cohort studies, 1 case control study and 1 case series. Results revealed moderate-quality evidence that AAC interventions improve the receptive and expressive communication skills in patients with CP. The random-effects model meta-analysis revealed the power of identified determinant variables affecting the AAC intervention outcomes. Conclusion Diversity of CP patients requires proper analysis of determinant variables to ensure the efficacy of AAC assessment and intervention. More studies of high methodological and practical quality assessing the efficacy of AAC interventions are needed to clarify the evidence.

Deepening the teaching and learning of clinical communication: the importance of reflection and feedback in health education / Aprofundando o ensino e aprendizagem de comunicação clínica: a importância da reflexão e do feedback no ensino em saúde

Aims: clinical communication (CC) relates to health professionals' interaction with patients/families. CC is fundamental for the physicians' role. This paper aims to contribute to the discussion about reflection and feedback for meaningful teaching and learning of CC. Methods: the authors provided a short review and conceptual discussion of the history and nature of CC teaching, followed by exploring the role of reflection and feedback in teaching CC. Results: communicating well can be challenging as it requires medical students and professionals to adapt their communication to each patient/family while obtaining all the needed information, conveying trustworthiness, care, and compassion. The teaching of CC to medical students involves deepening the doctor-patient relationship's technical, relational, and emotional elements. CC requires teaching that is flexible and tailored to the participants' needs. Therefore, teaching CC must go beyond asking the appropriate question or applying specific checklist-based behaviours. In teaching CC, it is crucial to give medical students support to discuss personal and institutional barriers and attitudes and explore how to transfer their learning to clinical practice. To that end, reflection should be encouraged to allow students to express difficulties and feelings and enhance their understanding of themselves and others. Within this process, feedback is essential to moving beyond skill-based teaching to reflection-based learning. Conclusion: the move from skills-based learning requires using reflective processes and feedback to allow students to learn about their communication tendencies and needs to become more flexible and attuned to different patient's needs in clinical encounters.

Objetivos: a comunicação clínica (CC) está relacionada à interação entre profissionais de saúde e pacientes ou familiares, sendo fundamental para prática médica. Este artigo tem como objetivo contribuir para a discussão sobre reflexão e feedback no ensino e aprendizagem significativos de CC. Métodos: os autores realizaram uma breve revisão e discussão conceitual da história e da natureza do ensino do CC, seguida pela exploração do papel da reflexão e do feedback no ensino de CC. Resultados: comunicar-se bem pode ser desafiador, pois exige que os estudantes de medicina e profissionais adaptem sua comunicação a cada paciente/família enquanto obtêm todas as informações necessárias, transmitindo confiabilidade, cuidado e compaixão. O ensino do CC para estudantes de medicina envolve o aprofundamento de elementos técnicos, relacionais e emocionais da relação médico-paciente. A CC requer um ensino flexível e adaptado às necessidades dos estudantes. Portanto, ensinar CC deve ir além de fazer a pergunta apropriada ou aplicar comportamentos específicos baseados em listas de verificação. No ensino do CC, é crucial dar aos estudantes de medicina apoio para discutir as barreiras e atitudes pessoais e institucionais e explorar como transferir seu aprendizado para a prática clínica. Para tanto, deve-se estimular a reflexão para permitir que os alunos expressem dificuldades e sentimentos e ampliem sua compreensão de si e dos outros. Nesse processo, o feedback é essencial para ir além do ensino baseado em habilidades para o aprendizado baseado em reflexão. Conclusão: a mudança de uma aprendizagem baseada em habilidades requer o uso de um processo reflexivo e feedback para permitir que os alunos aprendam sobre si, assim como, sobre se tornarem mais flexíveis e sintonizados com as diferentes necessidades do paciente nos encontros clínicos.

Brazilian version of Calgary-Cambridge Observation Guide 28-item version: cross-cultural adaptation and psychometric properties

OBJECTIVES: The search for appropriate tools to assess communicational skills remains an ongoing challenge. The Calgary-Cambridge Observation Guide (CCOG) 28-item version can measure and compare performance in communication skills training. Our goal was to adapt this version of the CCOG for the Brazilian cultural context and perform a psychometric quality analysis of the instrument. METHODS: Experienced preceptors (35) assessed videos of five medical residents with a simulated patient using the translated guide. For the cultural adaptation, we followed the methodological norms on synthesis, retro-translation, committee review, and testing. We obtained validity evidence for the CCOG 28-item version using confirmatory factor analysis and the Many-Facet Rasch Model (MFRM). RESULTS: Confirmatory factor analysis indicated an adequate level of goodness-of-fit. The MFRM reliability coefficient was high in all facets, namely assessors (0.90), stations (0.99), and items (0.98). The assessors had greater difficulty with attitudinal items, such as demonstration of respect, confidence, and empathy. CONCLUSIONS: The psychometric indicators of the tool were adequate, a good potential for reproducing its Brazilian version as well as acceptable reliability for its use.

Massive open online course for Brazilian healthcare providers working with substance use disorders: curriculum design.

BACKGROUND: Interpersonal and technical skills are required for the care of people living with substance use disorders. Considering the applicability and usability of online courses as continuing professional education initiatives, this study aimed to describe the content design process of an introductory-level healthcare-centered Massive Open Online Course (MOOC). METHODS: The content of the course was informed through needs assessment, by using three sources: (a) narrative literature review, (b) Delphi health experts panel consensus, and (c) focus groups conducted with people living with substance use disorders. The data from the empirical research phases were analyzed through qualitative Thematic Analysis. RESULTS: The product of this research project is the introductory-level Massive Open Online Course "Healthcare: Developing Relational Skills for the Assistance of People Living with Substance Use Disorders" which approaches health communication and empathetic relational professional skills as a means of reducing stigmatization of people living with substance use disorders. CONCLUSIONS: Diverse strategies for designing distance education initiatives have to consider different views on the subject being approached in such courses. The product presented in this paper has the potential to be an educational tool for topics traditionally not addressed in Brazilian continuing education and can be used as a model to the design of online courses directed to the development of work-related skills for the healthcare professions.

Video-based feedback using real consultations for a formative assessment in communication skills.

BACKGROUND: Pre-recorded videotapes have become the standard approach when teaching clinical communication skills (CCS). Furthermore, video-based feedback (VF) has proven to be beneficial in formative assessments. However, VF in CCS with the use of pre-recorded videos from real-life settings is less commonly studied than the use of simulated patients. To explore: 1) perceptions about the potential benefits and challenges in this kind of VF; 2) differences in the CCC scores in first-year medical residents in primary care, before and after a communication program using VF in a curricular formative assessment. METHOD: We conducted a pre/post study with a control group. The intervention consisted of VF sessions regarding CCS, performed in a small group with peers and a facilitator. They reviewed clinical consultations pre-recorded in a primary care setting with real patients. Before and after the intervention, 54 medical residents performed two clinical examinations with simulated patients (SP), answered quantitative scales (Perception of Patient-Centeredness and Jefferson Empathy Scale), and semi-structured qualitative questionnaires. The performances were scored by SP (Perception of Patient-Centeredness and CARE scale) and by two blind raters (SPIKES protocol-based and CCOG-based scale). The quantitative data analysis employed repeated-measures ANOVA. The qualitative analysis used the Braun and Clarke framework for thematic analysis. RESULTS: The quantitative analyses did not reveal any significant differences in the sum scores of the questionnaires, except for the Jefferson Empathy Scale. In the qualitative questionnaires, the main potential benefits that emerged from the thematic analysis of the VF method were self-perception, peer-feedback, patient-centered approach, and incorporation of reflective practices. A challenging aspect that emerged from facilitators was the struggle to relate the VF with theoretical references and the resident's initial stress to record and watch oneself on video. CONCLUSION: VF taken from real-life settings seems to be associated with a significant increase in self-perceived empathy. The study of other quantitative outcomes related to this VF intervention needs larger sample sizes. VF with clinical patients from real healthcare settings appears to be an opportunity for a deeper level of self-assessment, peer-feedback, and reflective practices.

Instrumentos para avaliação de habilidades de comunicação no cuidado em saúde no Brasil: uma revisão de escopo / Instruments for assessing communication skills in the area of healthcare in Brazil: a scoping review / Instrumentos para evaluación de habilidades de comunicación en el cuidado de salud en Brasil: una revisión de alcance

O ensino de habilidades de comunicação é indispensável aos profissionais de saúde. Este estudo objetivou identificar instrumentos validados no português do Brasil que avaliam habilidades de comunicação de estudantes ou profissionais da saúde. Para tanto, foi realizada uma revisão de escopo que incluiu estudos de validação de instrumentos para avaliação de habilidades de comunicação de estudantes/profissionais da área da Saúde. Foram identificados quatro instrumentos, traduzidos e validados para o português do Brasil. Validação de conteúdo, validação de construto e o teste de consistência interna foram realizados com maior frequência. Esta revisão identificou um número reduzido de instrumentos para avaliar habilidades de comunicação e dados limitados de validade e confiabilidade dos instrumentos.(AU)

Teaching communication skills to health professionals is extremely important. This study aimed to identify instruments validated for Brazilian Portuguese that assess communication skills of health students or professionals. We carried out a scoping review that included validation studies of instruments for assessing communication skills of students/professionals from the area of Health. Four instruments were identified, translated into Brazilian Portuguese and validated for this language. Content validation, construct validation and the internal consistency test were the most frequently performed ones. This review identified a reduced number of instruments to assess communication skills and limited data about the instruments' validity and reliability.(AU)

La enseñanza de habilidades de comunicación es indispensable para los profesionales de la salud. El objetivo de este estudio fue identificar instrumentos validados en portugués de Brasil que evalúan habilidades de comunicación de estudiantes o profesionales de la salud. Para ello, se realizó una revisión de alcance que incluyó estudios de validación de instrumentos para evaluación de habilidades de comunicación de estudiantes/profesionales del área de la salud. Se identificaron cuatro instrumentos, traducidos y validados al portugués de Brasil. La validación de contenido, la validación del constructo y el test de consistencia interna se realizaron con mayor frecuencia. Esta revisión identificó un número reducido de instrumentos para evaluar habilidades de comunicación y datos limitados de validez y confiabilidad de los instrumentos.(AU)

Acesso e qualidade da informação recebida sobre sexo e sexualidade na perspectiva adolescente / Access and quality of information received on sex and sexuality from the adolescent perspective / Acceso y calidad de la información recibida sobre sexo y sexualidad en la perspectiva adolescente

O presente estudo, de delineamento explanatório sequencial, corte transversal e abordagem mista, buscou caracterizar o acesso e a qualidade da informação recebida sobre sexo e sexualidade nos contextos familiar e escolar a partir da perspectiva de adolescentes. Os participantes foram adolescentes do 6º ao 9º ano do ensino fundamental de duas escolas de São Leopoldo e quatro de Porto Alegre. Na etapa quantitativa, 253 jovens responderam ao Questionário de Dados Sociodemográficos e Comportamentos Sexuais, enquanto que na etapa qualitativa foram realizados grupos focais. Os dados foram analisados estatisticamente e por análise temática, destacando-se dois grandes temas: 1) fontes e limites de acesso às informações sobre sexo e sexualidade e 2) vieses da comunicação. A média de iniciação sexual foi de 13,7 anos (DP=1,33) e o uso inconsistente de preservativo foi relatado por 40% dos participantes. Em conjunto, os dados sugerem uma lacuna entre a transmissão de informações sobre sexo e sexualidade nos contextos investigados e o comportamento preventivo dos adolescentes, revelando o escopo reduzido de temáticas abordadas, sentimentos de constrangimento e atitudes sexistas e homofóbicas. Destaca-se a necessidade de investimento em capacitação de profissionais para a realização da educação sexual na escola, visando atender não somente os adolescentes, mas também suas famílias.(AU)

The present study, with a sequential explanatory delineation, cross - sectional and mixed approach, sought to characterize the access and quality of information received about sex and sexuality in family and school contexts from the perspective of adolescents. The participants were adolescents from the 6th to the 9th year of elementary school in two schools in São Leopoldo and four in Porto Alegre. In the quantitative stage, 253 young people answered the Questionnaire on Socio-demographic Data and Sexual Behaviors, while in the qualitative phase, focus groups were performed. The data were analyzed statistically and by thematic analysis, highlighting two main topics: 1) sources and limits of access to information about sex and sexuality and 2) communication bias. The average sexual initiation was 13.7 years (SD = 1.33), and inconsistent condom use was reported by 40% of participants. Together, the data suggest a gap between the transmission of information about sex and sexuality in the contexts investigated and the adolescents' preventive behavior, highlighting the reduced scope of the issues addressed, feeling of embarrassment and sexist and homophobic attitudes. It is important to emphasize the need for investment in training professionals to carry out sex education at school, in order to serve not only adolescents, but also their families.(AU)

El presente estudio, de delineamiento explicativo secuencial, corte transversal y abordaje mixto, buscó caracterizar el acceso y la calidad de la información recibida sobre sexo y sexualidad en los contextos familiar y escolar desde la perspectiva de adolescentes. Los participantes fueron adolescentes del 6º al 9º año de la enseñanza fundamental de dos escuelas de São Leopoldo y cuatro de Porto Alegre. En la etapa cuantitativa, 253 jóvenes respondieron al Cuestionario de Datos Sociodemográficos y Comportamientos Sexuales, mientras que en la etapa cualitativa se realizaron grupos focales. Los datos fueron analizados estadísticamente y por análisis temático, destacándose dos grandes temas: 1) fuentes y límites de acceso a las informaciones sobre sexo y sexualidad y 2) sesgos de la comunicación. El promedio de iniciación sexual fue de 13,7 años (DP = 1,33), y el uso inconsistente de preservativo fue reportado por el 40% de los participantes. En conjunto los datos sugieren una laguna entre la transmisión de información sobre sexo y sexualidad en los contextos investigados y el comportamiento preventivo, revelándose el escaso de temáticas abordadas, sentimiento de constreñimiento y actitudes sexistas y homofóbicas. Se destaca la necesidad de inversión en capacitación de profesionales para la realización de la educación sexual en la escuela, buscando atender no sólo a los adolescentes, sino también a sus familias.(AU)

Impacto do Treinamento de Habilidades de Comunicação e do Registro Médico na Prática do Método Clínico de Atendimento Integral à Pessoa / Impact of Communication Skills Training and Medical Records in the Practice of Patient-Centered Care

RESUMO Introdução A prática do atendimento clínico integral à pessoa é um desafio enfrentado pelo educador médico, por instituições de ensino e por pesquisadores que tentam contribuir para que os estudantes desenvolvam competências educacionais que sintetizem conhecimentos, habilidades e atitudes para esse modelo. Objetivo O objetivo deste estudo foi avaliar o impacto do treinamento de habilidades de comunicação na prática do método clínico de atendimento integral à pessoa, com ou sem o uso de registro específico para o atendimento. Métodos Participaram do estudo 46 estudantes do sétimo período do curso de Medicina da Universidade Federal de Minas Gerais (UFMG). Uma combinação de atividades educacionais foi utilizada para propiciar a aquisição de habilidades de comunicação para o atendimento clínico integral à pessoa, como modeling example, seguido de reflexão individual e discussão, aula expositiva interativa e uso de formulário de registro específico para o atendimento clínico integral à pessoa (RACIP). O estudo foi dividido em quatro fases: (1) pré-treinamento: filmagem de atendimento clínico em ambiente simulado, realizado pelos 46 estudantes, com a utilização do modelo de registro de consulta vigente no HC-UFMG; (2) treinamento: os estudantes foram divididos em três grupos: G1 - submetidos à atividade educacional não relacionada ao atendimento clínico; G2 e G3 - submetidos a treinamento de habilidades de comunicação; (3) avaliação: filmagem de consulta em ambiente simulado, realizada por todos os grupos, sendo que G1 e G3 utilizaram o RACIP, e G2, o modelo de registro vigente; (4) feedback e oportunidade de mesma aprendizagem para todos os grupos. Os vídeos dos atendimentos clínicos realizados pelos estudantes, pré e pós-treinamento, foram avaliados por uma banca constituída por três avaliadores, utilizando-se o instrumento AVACIP (avaliação de atendimento clínico integral à pessoa), levando-se em consideração cinco domínios: início da consulta; expectativas do paciente sobre a consulta; perspectiva do paciente sobre sua doença; comportamento e hábitos de vida; uso de propedêutica complementar e aliança terapêutica. Resultado O escore total de atitudes positivas de cada grupo foi maior na Fase 3 em relação à 1 (p = 0,001), mostrando que todas as estratégias promoveram a melhora das habilidades de comunicação, mas não houve diferença entre os grupos em cada fase (p > 0,310). Quando os escores foram analisados por domínio, observou-se que o G3 apresentou melhor desempenho do que os outros. Conclusão O treinamento de habilidades em comunicação e o uso de modelo de registro específico para o atendimento melhoram o desempenho dos estudantes em relação ao atendimento clínico integral à pessoa.

ABSTRACT Introduction The practice of comprehensive clinical care of the individual is a challenge faced by medical educators, educational institutions, and researchers seeking to contribute to the development of students' educational skills that combine knowledge, skills and attitudes for this model. Objective To evaluate the impact of communication skills training in the practice of the clinical method of comprehensive clinical care, with or without the use of a specific medical record. Methods Forty-six students in the 7th Period of medical school participated in the study. A combination of educational activities was used to facilitate the acquisition of communication skills for comprehensive clinical care, including: a modeling example, followed by individual reflection and discussion, an interactive lecture, and the use of a specific medical appointment for comprehensive clinical care of the individual (RACIP). The study was divided into four Phases: Phase 1 − Pre-training: filming of clinical care in a simulated environment, carried out by the 46 students, using the current medical appointment in the HC-UFMG. Phase 2 − Training: students were divided into three groups: G1: performed an educational activity not related to clinical care; G2 and G3: received communication skills training. Phase 3 − Evaluation: filming of a consultation in a simulated environment, performed by all the groups, with G1 and G3 using RACIP, and G2, the current medical appointment model. Phase 4 − Feedback and learning opportunity for all the groups. The videos of the clinic visits performed by the students, pre- and post-training, were evaluated by a panel consisting of three evaluators, using the AVACIP instrument (evaluation of comprehensive clinical care of the individual). This takes into account five domains: the initial approach to the consultation; the patient's expectations; the patient's perspective of his/her illness; behavior and lifestyle habits; use of complementary propaedeutic and therapeutic alliance. Results The total positive attitude score for each group was higher in Phase 3 than in Phase 1 (p = 0.001), showing that all the strategies promoted an improvement in communication skills, but there were no differences between groups in each phase (p > 0.310). Analyzing the scores by domain, it was observed that G3 performed better than the others. Conclusion The communication skills training and the use of the RACIP improved the students' performance in relation to comprehensive clinical care of the individual.

Communication skills in candidates for accreditation in rheumatology are correlated with candidate's performance in the objective structured clinical examination. / Las habilidades de comunicación de los aspirantes a la certificación en Reumatología se asocian con su desempeño en el examen clínico objetivo estructurado.

BACKGROUND: The Mexican Accreditation Council for Rheumatology annually certifies trainees in Rheumatology using a multiple-choice test and an objective structured clinical examination (OSCE). Since 2015, candidate's communication skills (CS) have been rated by both patients and by physician examiners and correlated with results on the OSCE. This study compared the CS from candidates to annual accreditation in Rheumatology as rated by patients and by physician examiners, and assessed whether these correlated with candidate's performance in the OSCE. MATERIAL AND METHODS: From 2015 to 2017, 8areas of CS were evaluated using a Likert scale, in each OSCE station that involved a patient. Both patient and physician evaluators were trained annually and their evaluations were performed blindly. The associations were calculated using the Pearson correlation coefficient. RESULTS: In general, candidates were given high CS scores; the scores from patients of the candidate's CS were better than those of physician examiners; within the majority of the stations, both scores were found to correlate moderately. In addition, the scoring of CS correlated with trainee performance at the corresponding OSCE station. Interestingly, better correlations were found when the skills were rated by the patients compared to physician scores. The average CS score was correlated with the overall OSCE performance for each trainee, but not with the multiple-choice test, except in the 2017 accreditation process, when a weak correlation was found. CONCLUSIONS: CS assessed during a national accreditation process correlated with the candidate's performance at the station level and with the overall OSCE.

Medical Residents Perceptions of Communication Skills a Workshop on Breaking Bad News / Percepção de Médicos Residentes quanto às Habilidades de Comunicação após uma Oficina de Comunicação de Más Notícias

ABSTRACT Introduction Breaking bad news althoughfrequent among healthcare professionals and their patients is still considered a very difficult task. These communication skill main determinants in the physician-patient relationship. Objective In view of the need to promote academic spaces that provide opportunities to learn breaking bad news , thisstudy aims to evaluate the medical residentsin relation to their interest in learning communication skills, as well as their skills in breaking bad news, before and after a workshop on the topic. Methods All the medical residents in the first year ofnternal edicine of a public general hospital in Belém-Pará, Brazil inwere invited to answer a questionnaire sociodemographic data and questions about their communication skills in clinical practice, as well as the Communication Skills Attitude Scale (CSAS), which addressed their interest in learning communication skills. The questionnaire. This research uses both uantitative and qualitative methods. The quantified data were statisticallyanalyzed by the Wilcoxon test (),Chi-Square test G-test adherence (quantitative variables of the questionnaire on communication skills). The qualitative evaluation Content Analysis based on Bardin. Results Ten residents attended the workshop. The results show that after taking part in the workshop, the resident's perceptions of the practice of breaking bad news had improved (in 80% of the participants), as well as their attitudes to learning communication skills ( CSAS = 99.5 and 105, before and after the course, respectively p = 0.0039). Conclusion Eighty percent of residents (n = 08) considered their communication skills have improved as a result of the workshop (p = 0.0078). Most of the participantsbecame more aware of the importance of considering the patient's perspective, and admitted positive changes following the course. Conclusion A positive effect on the participants' perceptions of communication skills and on their interest in learning these skills, were identified after an intervention focused on the context of breaking bad news.

RESUMO Introdução A comunicação de má notícia, embora frequente entre os profissionais de saúde e seus pacientes, ainda é considerada tarefa extremamente difícil. Essa habilidade de dar informação é um dos principais determinantes da relação médico-paciente. Objetivo Considerando a necessidade de promover espaços acadêmicos que proporcionem a aprendizagem da comunicação de notícia difícil, o presente estudo objetivou avaliar a percepção de um grupo de residentes de Clínica Médica quanto ao interesse pelo ensino e aprendizagem de comunicação, assim como suas habilidades de dar notícia difícil, antes e após uma oficina de comunicação de má notícia. Métodos Todos os médicos residentes do primeiro ano de Clínica Médica de um hospital-geral, em Belém, Pará (Brasil), foram convidados a responder a um questionário composto por dados sociodemográficos e perguntas sobre a sua prática de comunicação, além da versão da Escala de Atitudes e Habilidades de Comunicação (Communication Skills Attitude Scale) que aborda o interesse pela aprendizagem das habilidades comunicacionais. O questionário e a escala foram aplicados em dois momentos: antes e após a oficina teórico-prática de comunicação de má notícia, elaborada para esta pesquisa. Trata-se de uma pesquisa quanti-qualitativa. Os dados quantificados foram tratados estatisticamente por meio do teste de Wilcoxon (avaliação do escore do CSAS) e Qui-Quadrado e Teste G de aderência (variáveis quantitativas do questionário sobre habilidades de comunicação). A avaliação qualitativa foi feita pela análise de conteúdo de Bardin. Resultados Dez médicos residentes participaram da pesquisa. Os resultados demonstraram, após a participação na oficina, melhora na percepção dos residentes quanto à prática de comunicação de notícia difícil (em 80% dos participantes) e nas atitudes relacionadas ao interesse pela aprendizagem de comunicação (CSAS = 99,5 e 105, antes e após a oficina, respectivamente - p = 0,0039). Conclusão Um efeito positivo na percepção dos participantes quanto às habilidades de comunicação e seu interesse pelo aprendizado de tais habilidades foi identificado após uma intervenção focalizada no contexto da comunicação de má notícia.