RESUMO
In Medical Education, feedback is an instrument that informs the trainees about their learning process and how to make the necessary changes. Feedback enables learners to monitor their progress and provides direction for improvement. Effective feedback is useful to improve the performance, clinical skills, communication skills, and treatment of patients. It is essential when teaching clinical interview skills to psychiatry residents. Feedback necessarily involves social interaction between teachers and trainees. Aim: To analyze the perception of psychiatry residents about social interaction during the feedback received during their training. Material and Methods: Qualitative study, using the Grounded theory method. Nine interviews were performed to adult psychiatry residents of the University of Concepción and one to a recently graduated psychiatrist. Data were analyzed using open coding. Results: We found four emerging categories: Socialization, roles and hierarchy, invitation to integration and teacher involvement. Conclusions: The effectiveness of feedback lies in the establishment of a minimal teacher-resident social relationship, in which feedback occurs naturally.
Assuntos
Humanos , Adulto , Psiquiatria , Educação Médica , Retroalimentação , Internato e Residência , Relações InterpessoaisRESUMO
Social anxiety disorder (SAD) has great clinical relevance due to both, the impairment it causes and co-morbidity. The standard treatment is cognitive behavioral therapy, through exposure and cognitive restructuring, and additionally the use of psychotropic drugs. However, it is necessary to broaden the conceptualization and psychotherapeutic approach, adding a narrative approach through constructivist and constructionist perspectives. From this standpoint, there are contexts of invalidation and resignation processes. Therefore, the TAS is multidimensional and has two polarities, a constitutive and an operative, that guide therapy. This model increases the understanding and reflection regarding the phenomenon and make possible new options for intervention.
El trastorno por ansiedad social (TAS) presenta una gran relevancia clínica debido al menoscabo que genera y a la co-morbilidad asociada. El tratamiento estándar consiste en la terapia cognitivo-conductual, mediante exposición y reestructuración cognitiva, más el uso de psicofármacos. No obstante, se hace necesario ampliar la conceptualización y abordaje psicoterapéutico, por lo cual las visiones constructivistas y construccionistas agregan una mirada narrativa. Desde lo narrativo, hay contextos de invalidación y procesos de renuncia. Por lo tanto, el TAS es multidimensional y posee dos polaridades que orientan la terapia; una constitutiva y una operativa. Esta conceptualización amplía la comprensión y reflexión sobre el fenómeno y permite nuevas opciones de intervención.
Assuntos
Ansiedade , Terapia Cognitivo-Comportamental , Narração , Fobia SocialRESUMO
The evidence in psychotherapy out come research points to the importance of the common factors in therapeutic change, which depend largely on patient participation. Models of post-structuralist orientation in systemic psychotherapy promote direct and explicitly change/common factors, as the therapeutic alliance, expectatives and extra-therapeutic factors, allowing the accommodation, relevant instance giving the consultant a decisive role for therapeutic change. The poststructuralist models are good instances formational, especially for the acquisition of skill stomobilize change factors.
La evidencia en investigación de resultados en psicoterapia señala la relevancia de los factores comunes en el cambio terapéutico, los cuales dependen en buena medida de la participación y protagonismo del paciente. Los modelos de orientación post-estructuralista en psicoterapia sistémica promueven de forma directa y explícita los factores de cambio/comunes, como la alianza terapéutica, las expectativas y los factores extra-terapéuticos, permitiendo la acomodación, instancia relevante que otorga al consultante un rol decisivo para el cambio terapéutico. Los modelos posestructuralistas son buenas instancias formativas, en especial para la adquisición de destrezas que movilicen factores de cambio.