Medical humanities in the training of Family and Community Medicine residents

Abstract

A teaching experience with a group of first-year family medicine residents with difficulties in communication and in establishing good interpersonal relationships is described. The educational intervention was implemented between weeks two and six of the course and was based on medical humanities (analysis of films, theater, and narrative medicine) and collaborative learning. For the analysis of results, group dynamics were used and the evaluation was done in pairs, by the group, and self-assessment under the guidance of the teacher. In the seventh week of the course, an improvement was found in the cohesion and communication between the residents, the assignment of the tasks of the residence was less problematic than at the beginning, and the quality of the interactions between the students improved.