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.

What it means to be a patient: An introspection into doctor–patient communication

In this essay, we talk about the importance of the relationship between doctors and patients, and the need for patient-centric communication rather than that with a paternalistic approach. Training of a medical student should include communication skills besides technical training in healthcare. As patient care evolves, communication becomes more crucial; therefore, it is important to understand the repercussions of poor communication skills and how improvement in this vital area can be beneficial.

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.

Impact of an Assessment‑Based Training Module on Communication Skills in Phase I Indian Medical Undergraduates

Introduction:Good communication skills (CSs) are not only the crux of a good doctor–patient relationship but also the foundation over which any human relationship is based. The aim of this study was to assess the impact of training on CS in Phase I MBBS students in a Government Medical College in West Bengal, India. MaterialsandMethods: One hundred and eighty‑four Phase I medical students were trained on how to communicate properly with their peers, seniors, teachers, college authorities, department staff, patient relatives, and other health professionals. Each participant underwent a set of three assessments (presession, postsession, and late postsession) for both knowledge and skills in CS. After postsession assessment, feedback by the faculties and peers was provided and reflections were obtained from the participants. A prevalidated questionnaire and Gap‑Kalamazoo CS Assessment Form (with some modification) were used for knowledge and skill’s assessment, respectively. At the end of the module, feedback was collected from the participants. Data were tabulated and results were compared and interpreted. Results: Mean score and standard deviation for knowledge assessment were 5.29 ±1.35, 9 ±1.20 and 8.55 ±0.97 in T1, T2, and T3 and for skills’ score were 17.78 ±4.89, 26.32 ±5.04 and 30.77 ±3.66 in SA1, SA2, and SA3, respectively. Most participants showed improvement in T2 with mean improvement score (T2–T1) of 79.57 ±47.25 and mean retention score (T3–T1) of 71.9 ±47.84. About 52% of participants showed deterioration in T3 with late deterioration score (T3–T2) of−4.06±11.42. 33% showed no change in knowledge, i.e., they retained their improvements, whereas 15% showed further improvement. Fifty‑two percent of participants showed skills’ improvement by scores of 7–12, 43% showed retention by 13–18, and late deterioration was shown by 82%, their scores dropped by 0–6. Conclusion: The training module was successfully implemented, and participants appreciated this type of participant centric assessment‑based teaching learning module. They learned about the effective ways of communication in a fun manner and were determined to apply all that they have learned

A study of teaching module on subcutaneous drug administration and communication skills in pharmacology according to competency-based medical education curriculum

Background: Theory lectures in pharmacology are covering various oral and parenteral routes of drug administration, mainly focusing on knowledge domain, but soft and psychomotor skills were less taught in undergraduate students. Demonstrating correct method of subcutaneous route of drug administration and communication skills as introduced by competency-based medical education (CBME) competency-based curriculum will help in early acquisition of the skills and minimize the errors in administration in insulin, heparin, and vaccines. Aim and Objectives: The aims of this study were to teach the subcutaneous drug administration (S/C) and communication skills to undergraduate students in pharmacology and to evaluate the perception of students and teachers toward new CBME curriculum. Materials and Methods: Correct technique of subcutaneous drug administration was demonstrated on mannequins after browsing through the videos of S/C route. Students were told to perform it independently on mannequins. Perception of students and staff members were collected with pre-validated questionnaire provided after the practical teaching hours. Results: In our study, majority of students (94%) felt that learning S/C route of drug administration correctly will help in managing various patients like administration of insulin in diabetic patients in their near future days. They were well advanced in communicating with patients regarding usage of medications and were (90%) also in favor of introduction of this experiment in UG curriculum. Conclusions: Our study concluded that subcutaneous teaching technique introduced by CBME curriculum in practical classes was well accepted by students and were more confident in soft skills and psychomotor skills at the end of the study.

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.

Just the diagnosis is never enough!

Medical schools train us to be brilliant academicians and diagnosticians. But as physicians, we must never belittle patient communication nor be inconsiderate in our approach to patient care. Communication as a skill gets neglected in postgraduate training as young doctors chase procedural and diagnostic excellence. It is high time we make amends

Assessment of effectiveness of Cinemeducation as a tool to impart communication skills among the MBBS 1st Professional students

Background: Improvements in healthcare providers’ communication skills have been linked to more effective healthcare delivery, improved patient compliance, better patient and provider satisfaction, and fewer lawsuits. Cinemeducation is a relatively new method of medical education where movies or movie clips are used to stimulate discussions and reflections, which is a part of an active learning process. Hence, the present study was undertaken. Methods: We conducted an educational research, mixed method study among the MBBS 1st Professional students. A pre & post test to assess the knowledge and attitude of the students about the importance of communication skills in doctor-patient relationship. Students wrote the reflection and feedback after watching the movie clip. Quantitative analysis was done using paired t test by SPSS v. 20. Qualitative data analysis was done by two investigators independently. Results: The pre & post test for knowledge was statistically significant while communication skill attitude scale score for both positive & negative was not significant. Conclusion: The student’s knowledge improved significantly after the sessions on communication skills, while negligible change in attitude was observed. Reflective writing by the students shows that cinemeducation can be used as one of the tool for teaching communication skills to the medical students.

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

Impact Of Communication Skills Training in Postgraduate Medical Education

Background: Effective communication is a key feature of optimal doctor-patient relationship. As the postgraduate curriculum lacks standardized teaching and assessment, this study aimed to assess effec-tiveness of training program on communication skills of postgraduate medical students. Materials and methods: A prospective, interventional study was conducted among first year postgrad-uate medical students from different clinical specialty. Training program included introduction to prin-ciples of communication with basics of doctor-patient relationship, administering informed consent, breaking bad news and counselling patients with HIV/cancer. Pre and post-test skill assessment by Fac-ulty and postgraduate (PG) self-rating was carried out using KEECC-A Assessment tool for seven core communication competencies. Perception of students on training program was collected via feedback questionnaire. Results: Forty-three postgraduate medical students participated. Statistically significant increase in communication skills scores was observed post training with mean post-test assessment scores of 24.26�94, p<0.001(rating by faculty), 25.19�76, p<0.001(PG self-rating) and high degree of internal consistency was found. Students perceived the training program as valuable and highlighted its im-portance as a part of curriculum. Conclusion: Training program significantly enhanced communication skills of postgraduate medical students. Integration of standardized teaching and assessment of communication skills is essential for better healthcare practice and optimal doctor-patient relationship.

Choosing wisely: protocols, priorities and a postcard

Can a young doctor without training in communication skills use empathy as a compass for making ethical decisions? This narrative reflects on a young boy left alone with a paralyzed dying father after six months of ‘free’ but futile treatment. Protocols should be weighed against prognosis and priorities when the disease is incurable.

A study of teaching module on intramuscular drug administration and communication skills in pharmacology according to CBME curriculum

Background: Theory classes in pharmacology are taking care of teaching of various oral and parenteral routes of drug administration, mainly focusing on knowledge domain but soft and psychomotor skills are under taught or deficient in undergraduate students. Demonstrating correct method of intramuscular route of drug administration and communication skills as introduced by competency based medical education (CBME) competency-based curriculum, will help in early acquisition of the skills and minimize the errors in administration. Aim and Objectives: The aim of the study is to teach the IM drug administration and communication skills to undergraduate students in pharmacology and to evaluate the perception of students and teachers toward new CBME curriculum. Materials and Methods: Correct technique of intramuscular drug administration was demonstrated on mannequins after going through the videos of IM. Students were told to perform it independently on mannequins. Perception of students and staff members were collected with pre-validated questionnaire provided after the practical teaching hour. Results: In our study, the majority of students (96%) felt that learning IM route of drug administration correctly will help in managing the patients in their near future days. They were well advanced in communicating with patients regarding usage of medications and were (86%) also in favor of introduction of this experiment in UG curriculum. Conclusions: Our study concluded that IM teaching technique introduced by CBME curriculum in practical classes was well accepted by students and were more confident in soft skills and psychomotor skills at the end of the study.

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.

Cultivation of prescription-auditing pharmacists’ability in prescription pre-audit and case analysis / 中国药房

OBJECTIVE To summariz e the expe rience of the ability training of prescription-auditing pharmacists in prescription pre-audit，and introduce the typical cases of the prescription-auditing pharmacists participating in the drug intervention. METHODS From October ，2020 to October ，2021，under the audit mode of “prescription pre-audit system+prescription-auditing pharmacists ” adopted by Yuxi People ’s Hospital （hereinafter referred to as “the hospital ”），the abilities of prescription-auditing pharmacists were cultivated from the aspects of training in pharmaceutical related professional knowledge ，training in the use of Chinese and English medical retrieval tools ，databases and websites ，and clinical thinking and communication ability ；through the construction of ability evaluation form of prescription-auditing pharmacists ，their abilities were assessed. RESULTS & CONCLUSIONS After one year ’s ability training ，the rational rate of prescription （doctor’s order ），the proportion of doctors ’active revision of problem prescription （doctor’s order ）and the doctor ’s acceptance rate of intervention by prescription-auditing pharmacists showed an upward trend ，the average time of irrational prescription （doctor’s order ）by prescription-auditing pharmacists showed a shortening trend ，and the intervention rate of prescription （doctor’s order ）showed a downward trend. In addition to the publication of papers （belonging to the bonus item ），the average score of the ability evaluation form of prescription-auditing pharmacists had significantly increased ， from 45.2 in October 2020 to 97.6 in October 2021.

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.

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.

Self-assessed active listening skills and attitude among resident physicians in a tertiary hospital in Iloilo City

Background@#The skill of active listening is important in the diagnosis and management of patients by physicians.@*Objective@#The aim of the study was to determine the self-assessed active listening skills and attitude among resident physicians in a tertiary hospital in Iloilo City.@*Methods@#This is a cross sectional study which recruited all sixty-two resident physicians of the different residency training programs of Iloilo Mission Hospital. The participants answered a self-administered questionnaire in January 2020. Data entry and data analysis were done using Microsoft Excel and SPSS. Descriptive statistics were used to summarize the level of active listening skills and attitude of the respondents. ANOVA, T-test, and Pearson chi square at alpha level 0.05 were used to determine the association between the variables.@*Results@#Majority (87%) of resident physicians had medium level of active listening skills and attitude based on their Active Listening Attitude Scale (ALAS) score. The remaining 13% had high ALAS score. There was no socio-economic variable that was found to be associated with ALAS score.@*Conclusions@#The resident physicians of Iloilo Mission Hospital have a medium to high level of active listening skills and attitude. The respondents believe that having good active listening skills will help them deal with their patients and honing such skills should be encouraged during residency training.

Designing a module for improving communication skills amongst interns in a surgical setting

Background: Healthcare professionals are at the receiving end of a large number of violent incidents directed against them. One of the reasons cited is the abysmal levels of communication skills of young qualified doctors. We feel there is an urgent need for training them in this area of behavioral skill.Methods: It was a quantitative interventional study. We measured the communication skills before and after training, by a scale devised for the study and pre validated by peers and piloted as a project.Results: The training is effective in improving their knowledge and communication skills giving them confidence to face the challenges of day to day clinical work in surgical setting.Conclusions: This small training module on consent taking needs to be incorporated in the internship training. Faculty need to be sensitised regarding improvement of communication skills and knowledge of the students by adopting this training module and workplace based assessment for all surgical interns.