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II Serie Volume 31 Number 056
June 2018


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  1- Factors of recurrence of intraepithelial lesions of the uterine cervix.

2- Duodenoscopy and endoscopic retrograde cholangiopancreatography (ERCP) in the diagnosis of biliary and pancreatic pathology.

3- Mephedrone (?Meow Meow?), The New Designer Drug of Abuse: Pharmacokinetics, Pharmacodynimics and Clinical and Forensic Issues

4- Natural history of fetal pyelocaliectasia.

5- Erysipelas.

6- Antidepressant drugs.

7- Pressure ulcer management--Evidence-based interventions.

8- Traumatic Brain Injury: Integrated Approach

9- Genital ulcers caused by sexually transmitted diseases: current therapies, diagnosis and their relevance in HIV pandemy.

10- Current management of gout.

11- Livedo vasculitis.

12- Tarlov's cyst: definition, etiopathogenesis, propaedeutic and treatment.

13- Antibiotic treatment of uncomplicated cystitis in non-pregnant women up to menopause.

14- Uterine inversion.

15- Urolithiasis and renal colic. Therapeutic approach in urology.

16- Surgical basic skills: surgical sutures.

17- Rhabdomyolysis.

18- Glioblastoma multiforme... with multifocal presentation.

19- Functional neuroanatomy. Cortical mapping in usual paradigm in functional magnetic resonance imaging.

20- Functional neuroanatomy. Cortical mapping in usual paradigm in functional magnetic resonance imaging.


An Overview of Teaching Communication of Bad News in Medical School: Should a Lecture be Adequate to Address the Topic?

Introduction: Delivering bad news is very common in medical daily practice. Several studies have shown a lack of effective communication skills amongst medical students, particularly concerning how to deliver bad news. The SPIKES protocol allows communicating bad news in a 6-step method. The aim of this study is to investigate the perspective of students related to this subject.
Material and Methods: A 45 minute lecture “Breaking Bad News” was given to 160 students in the fifth and sixth years of the Medicine course, using the SPIKES’ protocol training. After the lecture, an online survey was given to all students, and a cross-sectional and descriptive analysis of data extracted from survey was undertaken.
Results: Fifty-four students (21% of overall) answered the online survey. Eighty three percent said that theme should have an important
role in their further daily medical practice, and most of students rated the physicians’ role as challenging. Sixty percent of students expressed that communicating bad news was an integral part of the medical course curriculum. Regarding the SPIKES´ protocol, 48% felt that the first step would be the easiest to put in practice, and 40% felt that the fifth step related to “Emotions” would be the most difficult.
Discussion: In general, the students would like to gain competencies in breaking bad news using a practical approach.
Conclusions: Students highly valued theoretical and practical approaches in teaching of communication of bad news. Therefore, we
encourage a combination approach in pre-graduate medical education.
Keywords: Clinical Competence; Communication; Education, Medical, Undergraduate; Portugal; Students, Medical; Truth Disclosure

Read the whole article here (english only).