Publication: ¿Cómo se comunican los estudiantes de medicina? Un abordaje de los perfiles de comunicación en estudiantes del tercer año de medicina.
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Date
2025
Authors
Soto-Aguilera, Carlos Alberto ; Trejo-Mejía, Juan Andrés ; Cerritos, Antonio ; García-Durán, Rocío ; Ortiz-Montalvo, Armando ; Sepúlveda Vildósola, Ana Carolina ; Vives-Varela, Tania ; Vargas-Vázquez, Arsenio
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
https://doi.org/10.6018/edumed.679001
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info:eu-repo/semantics/article
Description
Abstract
Introducción: La evaluación de la comunicación efectiva durante las rotaciones clínicas ha sido priorizada por las escuelas de medicina. Se construyó una rúbrica para evaluar perfiles de comunicación basados en la relación médico-paciente, se examinaron estos perfiles y sugirieron estrategias de autoaprendizaje. Objetivo: Explorar los perfiles de comunicación predominantes en el estudiantado de tercer año de la LMC y fomentar estrategias de aprendizaje autorregulado. Métodos: Se diseñó un estudio exploratorio de métodos mixtos para analizar los datos obtenidos de la Evaluación de Avance Académico II, diseñado con ítems de respuesta construida, aplicado a estudiantes de medicina del tercer año. Se diseñaron cuatro ítems para evaluar la comunicación efectiva y un árbol de categorías basados en los estilos de comunicación médico-paciente. Se realizó un análisis de correspondencia para evaluar la asociación entre las categorías de estilo de las respuestas, clasificaciones de expertos y puntajes obtenidos. Resultados: Se identificaron tres perfiles: perfil centrado en la enfermedad (PCE) [n=152, 66.7%], perfil disonante (PD) [n=40, 17.5%] y perfil centrado en el paciente (PCP) [n=36, 15.8%]. El PCP estuvo asociado con el nivel de desempeño excelente/suficiente, mientras que el PD estuvo asociado con el nivel deficiente/insuficiente. Los ítems que evaluaron la competencia de comunicación efectiva demostraron tener una asociación con los perfiles de comunicación identificados. Conclusiones: La mayoría de los estudiantes de medicina se clasificaron con PCE, indicando que se deben reforzar sus habilidades de comunicación centradas en el paciente. Se identificó que existe una falta de enfoque hacia la comunicación efectiva; así como, la urgencia de implementar estrategias de evaluación adecuadas y realimentación a los estudiantes acerca de las habilidades de comunicación.
Introduction: Effective communication assessment during clinical clerkships has been prioritized by medical schools. Consequently, we developed a rubric to assess the communication profile based on the physician-patient relationship, examined communication profiles and promoted self-directed learning strategies. Objective: To explore the predominant profile of third-year medical students and to foster the development of self-directed learning. Methods: We conducted an exploratory mixed-methods study using data from the Academic Advance Assessment II delivered to third year medical students, based on constructed-response items. We included four items designed to assess effective communication. A category tree was developed based on physician-patient communication styles and models. Correspondence analysis was performed to examine the association between response style categories, expert classifications, and the scores obtained. Results: We identified three profiles among the students: disease-centred profile (DCP) [n=152, 66.7%], dissonant profile (DP) [n=40, 17.5%], and patient-centred profile (PCP) [n=36, 15.8%]. We found that PCP was associated with excellent/sufficient performance levels based on the rubrics, while DP was associated with deficient/insufficient levels. Therefore, the items that assessed effective communication competency, demonstrated an association with the communication profiles identified. Conclusions: Most medical students exhibited a DCP, highlighting the need to strengthen their patient-centred communication skills. Moreover, we identified that there is a lack of focus on effective communication, the urgent need to implement adequate assessment strategies and provide feedback to students on communication skills.
Introduction: Effective communication assessment during clinical clerkships has been prioritized by medical schools. Consequently, we developed a rubric to assess the communication profile based on the physician-patient relationship, examined communication profiles and promoted self-directed learning strategies. Objective: To explore the predominant profile of third-year medical students and to foster the development of self-directed learning. Methods: We conducted an exploratory mixed-methods study using data from the Academic Advance Assessment II delivered to third year medical students, based on constructed-response items. We included four items designed to assess effective communication. A category tree was developed based on physician-patient communication styles and models. Correspondence analysis was performed to examine the association between response style categories, expert classifications, and the scores obtained. Results: We identified three profiles among the students: disease-centred profile (DCP) [n=152, 66.7%], dissonant profile (DP) [n=40, 17.5%], and patient-centred profile (PCP) [n=36, 15.8%]. We found that PCP was associated with excellent/sufficient performance levels based on the rubrics, while DP was associated with deficient/insufficient levels. Therefore, the items that assessed effective communication competency, demonstrated an association with the communication profiles identified. Conclusions: Most medical students exhibited a DCP, highlighting the need to strengthen their patient-centred communication skills. Moreover, we identified that there is a lack of focus on effective communication, the urgent need to implement adequate assessment strategies and provide feedback to students on communication skills.
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Citation
Vargas-Vázquez , A., Soto-Aguilera, C. A., Trejo-Mejía, J. A., Cerritos, A., García-Durán, R., Ortiz-Montalvo, A., … Vives-Varela, T. (2025). ¿Cómo se comunican los estudiantes de medicina? Un abordaje de los perfiles de comunicación en estudiantes del tercer año de medicina. Revista Española De Educación Médica, 6(5).
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