<?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>S1981-52712019000500314</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v43suplemento1-20180264</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Comunicação de Más Notícias: Ferramenta Essencial na Graduação Médica]]></article-title>
<article-title xml:lang="en"><![CDATA[Communicating Bad News: an Essential Tool in Undergraduate Medical School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vogel]]></surname>
<given-names><![CDATA[Karolyne Pricyla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Jéssica Heloise Gomes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Letícia Caroline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Lara Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[Joinville Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>1</numero>
<fpage>314</fpage>
<lpage>321</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000500314&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000500314&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000500314&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A comunicação é um processo dinâmico e aberto. No âmbito da saúde, engloba desde a transmissão de mensagens, até a obtenção de informações. &#8220;Má notícia&#8221; pode ser considerada como toda a informação que envolva uma mudança drástica e negativa na vida da pessoa e na perspectiva do futuro. Conceder más notícias ao paciente inclui desde um diagnóstico de uma doença terminal, até doenças que interfiram em sua qualidade de vida. No Brasil, há uma problemática sobre esse assunto, pois há pouca inclusão da comunicação de más notícias na grade curricular , como também pouca prática da utilização de métodos de comunicação. Isso impacta diretamente tanto na vida profissional e pessoal do futuro médico, quanto na relação com o paciente. O presente estudo, transversal descritivo, teve como objetivo descrever a compreensão de acadêmicos do sexto ano e residentes do primeiro ano de medicina ao lidar com a comunicação de más notícias. O estudo foi conduzido nas cidades de Joinvile e Jaraguá do Sul.O estudo foi submetido à apreciação ética conforme as normas brasileiras e aprovado. Nosso A amostra constituiu-se de 63 participantes; os dados foram coletados por questionário entre abril e setembro de 2018, e expressos de forma descritiva por meio da frequência de cada resposta. Destacam-se como resultados que a tarefa considerada mais difícil pelos entrevistados foi a de conversar sobre o fim de tentativa de tratamento curativo; 61% consideram-se razoáveis na habilidade de contar más notícias; e envolver o familiar ou paciente na tomada de decisão é o fator mais difícil durante a discussão. Além disso, 74% dos participantes desconheciam algum método de comunicação e 44% acreditam que aulas práticas com pacientes reais seria uma forma efetiva de aprendizado. Conclui-se que o despreparo para mediar tais situações implica em condutas heterogêneas que poderiam ser evitadas com um melhor treinamento durante a graduação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Communication is a dynamic and open process and, in the field of health, it involves from the transmission of messages to obtaining information. &#8220;Bad news&#8221; can be considered all information that involves a drastic and negative change in the patient&#8217;s life and regarding the perspective of the future. To give &#8220;bad news&#8221; to the patient includes everything from a diagnosis of a terminal illness, to pathologies that interfere with their quality of life. In Brazil, there is a problem regarding this subject, because there is not much content in the curricular grid about the communication of bad news, as well as little practice on the use of communication methods. This directly impacts both the professional and personal life of the future physician, as well as the relationship with the patient. The present article is a cross-sectional descriptive study, carried out in the cities of Joinville and Jaraguá do Sul, and the project was submitted to and approved by the institutions&#8217; ethical assessment according to Brazilian standards. It aims to describe the understanding of sixth-year undergraduate medical students and first-year residents when dealing with the reporting of bad news. The sample consisted of 63 participants, with data collected from a questionnaire, between April and September 2018 and analyzed descriptively in terms of frequency of each response. As for the results, it is noteworthy that the task considered the most difficult one was to talk about the end of an attempted curative treatment; 61% considered themselves reasonably skilled regarding the ability to communicate bad news, and that involving the family member or patient in the decision-making process is the most difficult factor during the discussion. In addition, 74% of the participants were unaware of any method of communication and 44% believed that practical classes with real patients would be an effective way of learning. Therefore, it is concluded that the lack of preparation to mediate such situations implies in heterogeneous behaviors that could be avoided with instructions and would contribute to the best training during undergraduate medical school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Graduação]]></kwd>
<kwd lng="pt"><![CDATA[Materiais de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Escolas Médicas]]></kwd>
<kwd lng="en"><![CDATA[Communication]]></kwd>
<kwd lng="en"><![CDATA[Undergraduate course]]></kwd>
<kwd lng="en"><![CDATA[Teaching Materials]]></kwd>
<kwd lng="en"><![CDATA[Medical Schools]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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