<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712021000500214</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.4-20210039</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Simulação na educação médica: processo de construção de pacientes padronizados para comunicação de más notícias]]></article-title>
<article-title xml:lang="en"><![CDATA[Simulation in medical education: the process of standardized patient development for breaking bad news]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quint]]></surname>
<given-names><![CDATA[Fernanda Cristine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Ana Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Isquierdo]]></surname>
<given-names><![CDATA[Ana Paula Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Giovana Ferreira de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guirro]]></surname>
<given-names><![CDATA[Ursula Bueno do Prado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000500214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000500214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000500214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: Comunicação de más notícias refere-se às informações médicas que rompem de maneira adversa e negativa as expectativas de um paciente. Trata-se de um momento delicado da relação médico-paciente. O role playing com pacientes padronizados (PP) é uma alternativa para o ensino da comunicação, porém é desafiador construir roteiros e cenários semelhantes com a realidade, especialmente quando não se dispõe de atores profissionais.  Objetivo: Este estudo teve como objetivo descrever a construção de PP a partir da experiência dos estudantes para o treinamento da comunicação com outros discentes de Medicina.  Método: Estudantes de Medicina participaram voluntariamente da formação teatral e se dedicaram à construção de PP, com supervisão de docentes médicos e de atrizes, para oficinas de comunicação de más notícias. Para a construção dos PP, criaram-se diagnósticos médicos desfavoráveis, e estabeleceram-se os seguintes tópicos: perfil emocional, historicidade, instruções, progressões e possíveis desfechos, objetivos primário e secundário, e elementos facilitadores das cenas. Ensaiou-se exaustivamente para que os PP apresentassem a mesma reação em diferentes atitudes nas simulações. A participação nas oficinas foi aberta aos estudantes de Medicina interessados. Aferiu-se a qualidade das cenas pela sensação de realidade proporcionada aos participantes das oficinas.  Resultado: Dez estudantes com idades entre 19 e 26 anos, de diferentes semestres, participaram do treinamento, do desenvolvimento de PP e das oficinas de simulação. Desenvolveram-se quatro cenas: Mariana recebeu diagnóstico de HIV e revelou violência sexual (60 cenas), Caroline e Marcelo receberam diagnóstico de câncer e necessidade de cirurgia (53 cenas), Thaís recebeu diagnóstico de insensibilidade androgênica e presença de gônadas masculinas (31 cenas), e Roger ou Rosana recebeu diagnóstico de retinose pigmentar e cegueira progressiva (22 cenas). Todos os PP proporcionaram sensação de realidade aos diferentes participantes das oficinas.  Conclusão: Foi possível construir PP com estudantes de Medicina, apoiados por docentes, com a finalidade de participação em oficinas de comunicação de más notícias para outros discentes de Medicina que apontaram, em sua maioria, sensação de realidade com as cenas. Os estudantes atores se engajaram no processo e desenvolveram habilidades de comunicação e de empatia, características necessárias para a prática médica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Breaking bad news is giving medical information that adversely and negatively disrupts a patient&#8217;s expectations. This is a delicate moment in the doctor-patient relationship. Role playing with standardized patients (SP) is one method for teaching such communication skills, but it is challenging to construct scripts and scenarios that reflect reality, especially when professional actors are not used.  Objective: To describe the construction of SP based on the students&#8217; experience for communication skills training with other medical students.  Method: Medical students voluntarily participated in theatrical training, and worked on developing SPs, under the supervision of medical professors and actors, for breaking bad news workshops. For the construction of the SPs, unfavorable medical diagnoses were created, establishing an emotional profile, history, instructions, progressions and possible outcomes, primary and secondary objectives, and facilitating elements of the scenes. It was exhaustively tested so that the SP presented the same reaction in different attitudes in the simulations. Participation in the workshops was open to interested medical students. The quality of the scenes was measured by the sense of reality given to the workshop participants.  Result: Ten students aged between 19 and 26 years, from different semesters, participated in the training, the SP development and role-play workshops. Four scenes were developed: Mariana was diagnosed with HIV and revealed sexual violence (60 scenes), Caroline and Marcelo who were diagnosed with cancer and needed surgery (53 scenes), Thais received a diagnosis of androgen insensitivity and presence of male gonads (31 scenes) and Roger or Rosana with retinitis pigmentosa and progressive blindness (22 scenes). All the SPs gave a sense of reality to the different workshop participants.  Conclusion:  It was possible to develop SPs with medical students, supported by professors, with the purpose of participating in workshops to communicate bad news to other medical students who perceived, for the most part, a sense of reality in the scenes. The student actors engaged in the process and developed communication and empathy competencies; characteristics necessary for medical practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Simulação de Paciente]]></kwd>
<kwd lng="pt"><![CDATA[Role Playing]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação de Más Notícias]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Patient Simulation]]></kwd>
<kwd lng="en"><![CDATA[Role-Playing]]></kwd>
<kwd lng="en"><![CDATA[Breaking Bad News]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
</kwd-group>
</article-meta>
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