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Antecedents. Communication skills are critical to establish effective medical interactions, so the importance of teaching them while training of health professionals has become evident. Objective. The present study aimed to analyze the effect of a psycho-educational workshop for medical stu-dents, emphasizing the development of communication skills at five stages of regular medical interviews. Method. Data collected included participants' performance while interviewing simulated patients and writing what they would do with hypothetical cases. The study involved 17 GP-level program medical students in their fourth semester, 12 acted as simulated patients, and nine as supervisors. Participants completed three phases: pretest, treatment, and post-test. The initial and final phases involved applying two tests: Declarative and Active. Results. The largest gain scores occurred for treatment planning and closing stages, followed by general skills. The gain scores obtained in each group of skills in terms of being referred from the workshop contents, and being carried out, showed noticeable consistence. Discussion. Results suggest that teaching communicative skills can improve physicians' interaction with their patients and the care they provide. [ABSTRACT FROM AUTHOR]

Copyright of Mediaciones Sociales is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents some considerations about the relevance of the construct evaluation for educational and academic training processes; Starting from a reflection from the episteme of peace. The study is a theoretical documentary research, which contrasts the visions on Education, Communication and Education for Peace with the Respondent Assessment of Stake (1982, 2006). In conclusion, it can be affirmed that the discourse for peace is increasingly valued, a fact that is manifested in the increase of research and efforts in the area. Evaluation should be considered as a curricular element, capable of making solidarity, tenderness and coexistence generate the construction of significant communication spaces. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)