COURSE PROGRAM COMMUNICATION SKILLS I
Period 2013-10, MEDI1102, CRN 42553 CREDITOS: 2
SCHEDULE:: WEDNESDAY 13:00 – 13:50 (CLASSROOM R-209)
AND FRIDAY 13:00 A 14:55 (CLASSROOM R-209)
January 23rd to May 10th
Coordination:
Daniel E. Suárez Acevedo
d.suarez38@uniandes.edu.co
Monitors:
Juliana Palacio Varona
Ricardo Andrés Pinto Zambrano
Jorge Eduardo Patiño Murillas
Sergio Andrés Puentes Pedraza
Luisa Alejandra Diaz Arias
Daniel Montaño Socarrás
Yenny Fernanda Guzmán Ruiz
Sebastián Turriago
THE RESPONSIBILITY OF TEACHERS AND STUDENTS IS TO ACCOMPLISH
STANDARDS ESTABLISHED IN THIS DOCUMENT, FRAMED IN THE
GUIDELINES OF THE FACULTY OF MEDICINE. FOR ALL CASES APPLY THE
RULES OF UNDERGRADUATE STUDENTS, SPECIAL REGULATIONS OF THE
FACULTY OF MEDICINE, AND CODES OF CONDUCT FOR PRACTICE SITES.
I.
Course Description
This course aims to give the student the second semester of Medicine theoretical.
- Basic practical elements of communication, which will allow them to delve into
the different aspects involved in human communication, as well as in contents and
nuances of the doctor-patient relationship, to achieve them, the development of
basic skills in medical interview through practice with standardized patients.
Throughout this course students should acquire the knowledge; skills and attitudes
that enable them primordial to understand and reflect on the physician-patient
communication and the different aspects involved in this relationship. Be essential
to facilitate the processes of communication with patients and their families as well
as with other colleagues and health professionals, which are essential in the
development of the profession of medicine components.
II. Competencies to achieve by the end of the course:
At the end of the course the student:
Main competence: Has skills for an interview approach to health in simulated
patients, at different times of their individual life cycle and within the context of the
doctor-patient relationship
Specific Competences:
1. Know basic aspects of human communication theories and their application
in the doctor-patient relationship.
2. Knows and it has skills related to communication strategies as empathy,
listening, managing analog and digital language and various techniques
used in the interview.
3. Knows, understands and uses the essential elements of the doctor-patient
relationship
4. Recognizes and takes into account social and cultural aspects in the
interview approach to the health of individuals
5. Knowledge and application of the bio-psychosocial model interviews,
focusing on the person and their family
6. Know, understand and apply the basic structure of interview approach to the
health of people
7. Recognize barriers and difficult contexts in communication and applies
some strategies for handling these situations
8. Acknowledge, understands and begins to assume professional values.
III. Methodology
The course will run through masterful interactive methodologies, workshops and
sessions "standardized patient"; it will face activities and aimed to promote
independent learning skills and consolidate the proposed competences
The description of the teaching methods used to develop course contents and
achieve the proposed objectives
Interactive Magistral: It is expected that after the conference, an individual
reading, students, in small groups discuss methods applied to analyze,
synthesize and evaluate the acquired knowledge.
Workorkshop: Teachers offer concrete experiences designed by them to
Consolidate the knowledge studied, so that students through observation
and
experimentation
in
natural
environments
and
/
or
simulated
apprenticeship use these skills address to clinical situations. To achieve the
objectives of the workshops is essential for students to read and review the
text before and the resources of the session, read the observation guide,
instructions, and questions and from there made his observation and / or
active intervention. After the experience it is expected that each one make
notes or results obtained during the experience, and a session report. These
sessions will be fed back by the teacher.
Standardized Patient: Methodology through which students in the exercise
of its medical rol / carry out several interview sessions in the context of the
doctor-patient relationship, with a group of standardized patients (actors).
Borrell y Cols define the standardized patient as healthy or sick person that
simulates a health demand, understanding standardized that must adjust
their communication pattern to very strict rules and always has a
predetermined semi logical data, and indeed its aspect itself and its physical
features have been selected to adjust requirements of the script. The
standardized patient should always act the same way, without improvising,
regardless of the professional who is in front. Although, adapts its responses
to the professional, it is predetermined the amount of information and how it
is given predetermined.
V. Professors:
Elena María Trujillo Maza, MD. Specialist in Medicine in Family
etrujill@uniandes.edu.co
Germán Casas Nieto, MD. Specialist Child and Adolescent Psychiatrist
gcasas@uniandes.edu.co
Alcides Caicedo Concha, MD. Pediatrician Efebólogo
alccaice@uniandes.edu.co
Daniel E. Suárez Acevedo, MD. Specialist in Psychiatry and Epidemiology
Magister in Bioética
d.suarez38@uniandes.edu.co
V. Course Schedule and List of Topics:
Date
Contents and
activities
Wednesday Introduction course
Teachers and
Monitors General
map of the course
Evaluation forms
January 23rd
(1 hr)
Friday
Theories in human
January 25th
communication:
SEMIOTICA Axioms of
WASLAWICK
Methodology
Professor
and audiovisual
equipment
Interactive
Magistral
Daniel
Suárez
Video Beam
Monitores
Interactive
Magistral
Daniel
Suárez
Readings
None
Theory in
Communication
Video Beam
(2 Hrs)
(2 hrs)
Waslawick
Monitor
SEMIOTICA
Wednesday
Theories in human
Communication
Interactive
Magistral
Daniel
Suárez
Theories in
human
Communication
January30th
SEMIOTICA WASLAWICK
Video Beam
(1 hr)
Waslawick
( 1 hr)
Workshop on Film
WIT
Monitor
WORK 1
Friday
February 1st
COMMUNICATION
WORKSHOP
WORKSHOP
Daniel
Suárez
Theory in the
Communication
Elena
Trujillo
Monitors
actors
(2 hrs)
Waslawick
Interactive
Magistral
E. Trujillo
Model BioPsycho-social
Video Beam
Monitor
-Essential
elements in
Communication
(Recognizing the
analogical
language)
(2hrs)
Wednesday
February 6th
Care Attention
Centered in the
person Model and
Bio-Psycho-Social
(1 hr)
Friday
Projection video
Doctor -Patient
Relationship:
General Dimensions Doctor
Patient
Relationship
Masterful
Interactive
Kalamazoo
consense
Daniel
Suárez
(2hrs)
Texts over
RMP
february 8th
Video Beam
(2 hrs)
Projection video
Wednesday
asic Structure of
the clinical
interview model
HC Initial Visual
display of student
evaluation form in
the role of doctor
Febrero 13th
(1 hr)
Friday
Technical aspects
of the interview:
type of questions,
strategies to obtain
information,
February15th
introduction
student evaluation
(2hrs)
form in the role of
doctor
Monitor
El Doctor
Video Beam,
sound and video
Daniel
Suárez
Workshop
(1 hr)
Interactive
Magistral and
Workshop
Video Beam
See movie
Monitor
Daniel
Suárez
Guide to make
clinical history
and instrument
HC student
format
assessment in
a rol as a
doctor
- Is
communication
a skill?
(2 hours)
- What else?
Monitors
- Rakel, Text
Book Family
Medicine
Cap 20
Interviewing
Techniques
Wednesday
20-feb
(1 hr)
RAPPORT
Interactive
Magistral
Daniel
Suárez
Video Beam
(1 hrs)
Monitor
ve
Rakel, Text
Book Family
Medicine
Chap 18
Establishing
Rapport
Friday
WORKSHOP:
DISPLAY MEDIA
INTERVIEW AND
TRIOS
Video Projection
Elena
Trujillo
22-feb
Using formats for
HC and assess the
student in the role
of doctor
Trios
communication
Daniel
Suárez
Interviews with
teachers
Germán
Casas
(2 hrs)
Wednesday
ETHNICITY AND
CULTURE
27-feb
WORK 2
(1 hr)
Friday
PERSONAL AND
FAMILY LIFE
CYCLE SEXUALITY
Alcides
Caicedo
Monitors
(2 Hrs)
Elena
Trujillo
Video Beam
Interactive
Magistral display
of videos and
discussion
(1hr)
None
“Ethnicity
Issues in health
care”
(Fotocopies)
Monitores
Elena
Chapters 4 and
Trujillo
5 Sexuality
Elvia Vargas
Video Beam
01-Mar
08-mar
Parcial 1
13-mar
(1 hr)
Daniel
Suárez
Medical interview
and application of
the basic structure
of the medical
history
Practice sessions
with actors
standardized
patient
Elena
Trujillo
SESSION 1 PART
STANDARIZED
Video camera
Daniel
Suárez
no audiovisual
Germán
Casas
(2 hrs)
Wednesday
-The same but
different:
clinician–
patient
communication
Monitores with gay and
lesbian patients
(2 hrs)
Miércoles
06-mar
(1 hr)
Viernes
(2hrs)
Interview to the
adult and mature
Interactive
Magistral
Video Beam
None
Alcides
Caicedo
Monitores
(2hrs)
Elena
"Process to
Trujillo
become ill and
patient"
(1 hr)
Friday
Interview to the
adult and mature
Practice sessions
with standardized
patient
Elena
Trujillo
15-mar
SESION 2
STANDARIZED
PATIENT
Actors
Daniel
Suárez
No audiovisuals
Germán
Casas
(2hrs)
Miércoles
(1 hr)
Friday
22-mar
(2 hrs)
Alcides
Caicedo
Monitores
(2hrs)
Elena
Promoting
Trujillo
communication
in older adults
(1 hr)
Interview with
elderly
Interactive
Magistral
Video Beam
Interview with
elderly
Practice sessions
with standardized
patient
Elena
Trujillo
SESSION 3
STANDARIZED
PATIENT
Actors
Daniel
Suárez
No audiovisuals
Germán
Casas
20-mar
None
Alcides
Caicedo
Monitores
None
Wednesday
Type of interviews
to child
03-abr
Masterful
Interactive
(2hrs)
Daniel
Suárez
Video Beam
(1 hr)
(1 hr)
Communication
in children
Friday
Child Interview
Practice sessions
with standardized
patient
Elena
Trujillo
5 abril (2
hrs)
SESSION 4
STANDARIZED
PATIENT
Actors
Daniel
Suárez
No audiovisuals
Germán
Casas
Wednesday
Interviewing
with the family
10-abr
Class of
interviewing
adolescents
Interactive
Magistral
Video Beam
(1 hr)
Friday
teen interview
Practice sessions
with standardized
patient
None
Alcides
Caicedo
Monitores
(2hrs)
Daniel
Interviewing the
Suárez
adolescent
(1 hr)
Elena
Trujillo
None
12-abr
SESSION 5
STANDARIZED
PATIENT
(2 hrs)
Wednesday
The interview
doctor - patient
relationship
19-April
The interview
doctor - patient
relationship
SESSION 6
STANDARIZED
PATIENT
(2 hrs)
Wednesday
Daniel
Suárez
No audiovisuals
Germán
Casas
Interactive
Magistral
Alcides
Caicedo
Monitores
(2hrs)
Daniel
Suárez
(1hr)
Pendant
Video Beam
17-abr
(1 hr)
Friday
Actors
The doctor-patient
relationship and
communication
barriers
Practice sessions
with standardized
patient
Elena
Trujillo
Actors
Daniel
Suárez
No audiovisuals
Germán
Casas
Interactive
Magistral
Alcides
Caicedo
Monitors
(2hrs)
Elena
María
Trujillo(1
hr)
None
*CALMER
Video Beam
24-April
( 1hr)
Friday
The doctor-patient
relationship and
communication
barriers
26-April
(2 hrs)
SESSION 7
STANDARIZED
PATIENT
Practice sessions
with standardized
patient
Elena
Trujillo
Actors
Daniel
Suárez
Germán
Casas
No audiovisuals
*How to
manage a
difficult patient
Alcides
Caicedo
Monitores
(2hrs)
Wednesday
01-may
(1 hr)
Friday
HOLIDAY
COURSE
EVALUATION
03-may
(2 hrs)
Wednesday
08-may
(1 hr)
Friday 10
May
Elena
Trujillo
Daniel
Suárez
Students
charged of
questions
Partial 2
Micros Room
Daniel
Suárez
Monitores
None
Final - Exam
standarized
patient
Recording Videos
Actors
Elena
Trujillo
None
(5 hrs)
(1:00pm -5:00pm)
monitors
Daniel
Suárez
12 computers
laptops
Monitores
Elena
Trujillo
Wednesday
Feedback –
Final Exam
4 computers
Laptops
15-may
8:00 –12 m
Edificio Q – 8 piso
Daniel
Suárez
CP-116
Germán
Casas
Alcides
Caicedo
Feedback
– Final Exam
4 computers
laptops
Elena
Trujillo
8:00 – 12:00 pm
Building Q – 8
piso
Daniel
Suárez
CP- 116
Germán
Casas
Alcides
Caicedo
(5 hrs)
Friday
17 may
(4 hrs)
None
None
VI. EVALUATION:
During the course there are short tests and works in class to assess knowledge as
well, as attitudes and skills observed and acquired by the student through their
contributions and participation in the various course activities. Two tests were
made and it will be graded the patient sessions standardized which will qualify the
first two scores with a value of 15% and the second one 20% of the total course
grade.
Attitudes and skills during the interview were assessed using a scoring matrix; this
is used by the patient (actor), by the teacher and the observer student or by it.
Attendance: There will be an assistance control of the theoretical and practical
sessions. If some type of evaluation is done in class, the student who does not
attend without valid justification according to the regulations of the university, have
a grade of 0 (zero). Failures to attend practice sessions involve the grade of zero
for that session. The unexcused absence for more than 20% of the scheduled
sessions of the course will get an automatic qualification in the subject of 1.5
Qualification Form:

Achievement of the tests and shorter works:

Participation in the standardized patient sessions
1:
15 %

Participation in the standardized patient sessions
2:
20%

Parcial ( Test) 1
14%

Parcial ( Test) 2
10%
Final Test Interview standardized patient
21%
20%
F Dates limit to handle notes in:
-
Friday March 8th
: First Test (parcial)
(15%)
Quizes and short Works until date
(17%)
Wednesday April 10th : First evaluation of Standardized patient (15 %)
-
Friday May 3rd : Second evaluation of Standardized patient
(20%)
Quizes Left (3%)
-
Wednesday May 15th : Second Test (parcial)
(10%)
-
Tuesday May 21st : Final Exam Standardized patient
(20 %)
Definite (100%)
If the student does not attend a scheduled presentation or feedback session of the
final interview of a standardized patient assessment without just cause, will have a
rating of 0.
Important information to be taken into account in Presentation in the Writing
and Oral Evaluation:

You must be in time for the exam because the exam will begin at the
scheduled time.

No backpacks are allowed, textbooks, notes, beepers, briefcases, PDAs
therefore prepared to leave them in the locker

The use of hats with wings are no allowed during the exam (eg, baseball
caps)

Please leave all personal computers, cell phones at home or in the locker

Do not hide your face during the examination with caps, hats, scarves or
similar.

If the student does not attend to a scheduled presentation without a justified
cause the assessment will get a score of 0.

Remember, the best way to prepare during the course, is carrying out the
corresponding readings at the same time.
PLEASE REFRAIN FROM HAZARDOUS TO YOUR SPACE AT THE
UNIVERSITY. ANY STUDENT PF THE CAREER OF MEDICINE WHO KITE
FRAUD OR COPY MAY BE PUNISHED WITH UP TO EXPULSION
Table approximation of the final note Banner
According to the Academic Council of the Faculty of Medicine
(Act 14 of June 2005):
From
0.00
1.76
2.26
3.00
3.26
3.76
4.26
4.76
To
1.75
2.25
2.99
3.25
3.75
4.25
4.75
5.0
Note
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
REMEMBER: To pass you must pass, a note of 2.99999 approaches 2.5. A
note of 3.0 means that you know 60% of what a doctor should know
General and still is allowed to proceed. Try to negotiate a note, indicating
that the student tries harder for a minimum average more than to learn and
be a responsible professional.
VII.
LEARNING IN A HEALTHY AND SAFE ENVIRONMENT:
VII.A. INTRODUCTION
The University of Los Andes is committed to the principle that the
educational relationship must be mutual respect between teacher and
student. Due to that the school trains people who are in charge and
responsible for their lives and welfare of others, we have a unique
responsibility to ensure that students learn as members of a community
study in an environment that is auspicious for the apprenticeship.
The
Maintenance
of
such
environment
demands
teachers,
administration, residents, fellows, nurses, students treatment of each
other with due respect to the colleagues. All teachers should be aware
that students depend on them for their assessments and references,
which may promote or hinder the development of their career. Therefore,
care should be judiciously in exercising this power, to maintain equity in
treatment and to avoid exploitation or perceived exploitation and abuse
or bad treatment. The quality and value of the Universidad de los Andes
is characterized not only by the excellence of content and skills taught
there, but in the example provided to students by medical humans and
scientists who respect their professional their colleagues to all career
levels and their patients.
VII.B. RESPONSABILITIES OF THE PROFESSORS AND STUDENT

The teacher-student relationship confers rights and responsibilities for
both parties. Behaving in a manner that embodies the ideal of relation
student -teacher ratio fosters mutual respect, minimizes the probability
that the student receives abuse or bad treatment, and optimizes the
educational experience.

Treat students with fairness, respect, and without prejudice related to
age, race, gender, sexual orientation, disability, religion or national origin.

Distinguish between the Socratic method, wherein the insightful
questions are a stimulus for learning and discovery; the overly
aggressive interrogation, where they occur repeatedly detailed questions
where the endpoint is the belittlement and humiliation of the student.

Give students timely, constructive and accurate information; and provide
opportunities to remedy errors.

Be prepared on time and for all activities

Provide students with updated and relevant information on educational
activities.
Responsibilities of the Students:

Be courteous and respectful of others, regardless of age, race, gender,
sexual orientation, disability, religion, national origin, or its role in
education.

A medical student must act in accordance with GENERAL RULES OF
UNDERGRADUATE STUDENTS OF FEBRUARY 2008 from the
University of the Los Andes.

Andes;http://actasyacuerdos.uniandes.edu.co/Documentos/documento_
publico.php?pagina_enviar=/comite_ejecutivo/reg_gral_est/reglamento_
general_de_estu.php&archivo=/datos/hypertext/actasyacuerdos.uniande
s.edu.co.80/Documentos/Acta/RGEPre_6feb2008.doc


Be aware of the medical condition and current therapy of patients.

Putting patients ahead of the welfare derived from educational needs.

Know your own limitations and ask for help when needed

Maintain patient confidentiality.

View the feedback as an opportunity to improve knowledge and
performance skills.
VII.C. DESCRIPCIÓN DE UN COMPORTAMIENTO INADECUADO
Inappropriate behaviors are those that are not respectful and
professional in a teacher-student relationship. Determining whether a
given behavior is inappropriate, commits the subjective assessment of
the intentions of the performer and the perception of whom receives
them. Clearly inappropriate behaviors which compromise the integrity of
the educational process include but are not limited to:

Unwanted physical contact (eg, touching, hitting, slapping, kicking,
pushing), or threats thereof;

Sexual harassment;

Discrimination based on age, race, gender, sexual orientation, disability,
religion or national origin;

Use students to perform personal tasks (eg, running errands or child
care);

Verbal harassment, including humiliation or shrinking in public or in
private;

The use of classification and other forms of assessment punishment
selfishly;

Romantic or sexual relationships between a teacher and student
WHAT TO DO IF YOU BELIEVE IN AN IMPROPER CONDUCT OR
ABUSE WOULD HAVE OCCURRED
Do not forget that the University has a General Regulation for students
and a Professorial Statute, which defends the rights and promtes duties
to all people working in different ways for the institution. Please consult
and follow the regular channels. View:
http://actasyacuerdos.uniandes.edu.co/
VII.D. Rules of conduct (or Classroom):

Classes begin at the scheduled time. After 15 minutes beginning the
class the entrance to the classroom is not allowed.

Class attendance and other academic activities scheduled may be
verified by the teacher in charge through appropriate method (signature
sheet, roll call, etc.). (Attendance Policy - Universidad de Los Andes).

Attendances are expected to all didactic sessions thus as to all sessions
and clinical practice. This is mandatory for all students. (Attendance
Policy - Universidad de Los Andes).

The use of cell phones and electronic devices is prohibited during class
sessions and sessions of extramural work..

You cannot check email during the sessions. You can only access
SICUA for the development of classroom work.

No gum chewing or consumption of food or drink during clinical practice
or academic sessions in general.

Other conduct rules set forth in the Student Regulations of the Faculty of
Medicine. (February 2008))
VIII.
COURSE EVALUATION AND TEACHERS BY THE STUDENTS
To complete the course it is required that students fill the teacher´s digital
survey assessment, before receiving their final assessment. Students, who
have not evaluated the teachers at the end of the course, will not have access
to the final note of it.
Remember that we value your constructive comments. Forms are available
online at the Web page in Banner Registration System and communicate as a
whole, without identifying students thus ensuring anonymity.
IX.
BIBLIOGRAPHY AND SUGGESTED READINGS::
ALDRICH. The Medical Interview: Gateway to the Doctor Patient Relationship,
Second Edition. 1999. Partennon
BAYLON CHRISTIAN, MIGNOT XAVIER. La comunicación. Cátedra, Signo e
imagen. Madrid, 1996.
DENNETT, DANIEL C. La peligrosa idea de Darwin. Evolución y significados de la
vida. Galaxia Gutenberg. Primera edición, Barcelona 1999.
FELDMAN, CHRISTENSEN. Behavioral medicine in Primary Care.
1997. Appleton & Language. Section 1, Pages 1-52
FRANKEL, QUILL, MC DANIEL .The Bio-psycho-social approach: Past, Present,
Future. 2003. The University of Rochester Press. Páginas 1-66
KAVANAGH, KENNEDY. Promoting Cultural Diversity; strategies for Health Care
Professionals. 1992. Sage Publications
CEGALA DJ, LENZMEIER BROZ S.
Physician communication skills training: a review of theoretical backgrounds,
objectives and skills.
Med Educ. 2002 Nov; 36(11):1004-16.
ROBINSON G.
Effective doctor patient communication: building bridges and bridging barriers.
Can J Neurol Sci. 2002 Jun;29 Suppl 2:S30-2.
KURTZ SM.
Doctor-patient communication: principles and practices.
Can J Neurol Sci. 2002 Jun;29 Suppl 2:S23-9.
MAKOUL G.
Essential elements of communication in medical encounters: the Kalamazoo
consensus statement.
Acad Med. 2001 Apr; 76(4):390-3.
WILLIAMS S, WEINMAN J, DALE J.
Doctor-patient communication and patient satisfaction: a review
Fam Prac 1998 Oct;15(5):480-92
JACKSON JL et al
Difficult Patient Encounters in the Ambulatory Clinic: Clinical Predictors and
Outcomes. Archives of Internal Medicine. 1999;159:1069-1075
MCWHINNEY IAN,. Family Medicine Chapters V, VII y X. Second Edición. Mosby
/ Doyma libros. Madrid,1995.
RAKEL ROBERT, M.D, Compendio de práctica médica en atención primaria,
Dinámica y Salud Familiares. Segunda edición. (Compendium of medical practice
in primary care, Health and Family Dynamics). Second Edition.McGraw –Hill.
Madrid, 1998.
TAYLOR ROBERT. Family medicine principles and practice. 6 Edition. 2002.
SCHNEIDER, ERIC D. SAGAN, DORION. La termodinámica de la vida. Física.
Cosmología, ecología y evolución. Tusquets, editores. Primera edición, (
Thermodynamics of life. Physics. Cosmology, ecology and evolution.)Tusquets,
editors. First edition,2008.