AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

The module aims to develop the communication and relational skills that are essential for medical practice. Through interactive small-group activities, analysis of video recordings, and discussion of realistic professional situations, students will acquire practical tools to establish effective relationships with patients and their families, while recognizing the psychological factors that influence communication processes and the quality of care.

The course is oriented toward the practical application of knowledge and the acquisition of professional skills that are indispensable for conducting medical interviews and managing complex interactions in healthcare settings.

To provide students with the theoretical knowledge and practical skills necessary to effectively manage communication and relationships with patients and their families in different clinical contexts.

By the end of the module, students will be able to:

understand the fundamental principles of interpersonal communication in healthcare settings;

recognize the cognitive, emotional, and relational aspects involved in interactions among physicians, patients, and family members;

understand the principles of patient-centered communication;

use tools and models for conducting clinical interviews, with particular reference to the Calgary-Cambridge Communication Model;

apply active listening, paraphrasing, exploration, and feedback techniques;

identify and manage barriers to effective communication;

develop communication skills for difficult conversations, including the delivery of bad news;

recognize the role of physicians’ emotions, expectations, and personal experiences in the communication process;

critically reflect on their own communication and relational styles;

analyze complex professional situations and identify appropriate communication strategies.

TEACHING METHODS

Teaching activities are organized in small groups (approximately 20 students) and are strongly oriented toward active learning and the acquisition of professional competencies.

Activities include:

brief theoretical introductions;

viewing and guided analysis of audiovisual materials;

structured discussion of professional situations;

small-group work;

communication skills exercises;

opportunities for reflection and peer discussion.

Active student participation is an integral part of the learning process.

Students with disabilities, Specific Learning Disorders (SLD), or other special educational needs: Students holding valid certification for Specific Learning Disorders (SLD), disabilities, or other special educational needs are invited to contact both the course instructor and the Department Inclusion Coordinator (Prof. Nicola Girtler – nicolagirtler@unige.it) at the beginning of the course in order to discuss any necessary adjustments to the teaching methods. Such adaptations will be designed to respect the learning objectives of the course while taking into account individual learning needs and styles.

SYLLABUS/CONTENT

Foundations of Communication in Medicine

Principles of interpersonal communication.

Theoretical models of communication.

Verbal, non-verbal, and paraverbal communication.

Communication as a cognitive, emotional, and social process.

The Doctor–Patient Relationship

Models of the doctor–patient relationship.

Patient-centered medicine.

Trust, therapeutic alliance, and patient involvement.

Family involvement in the care process.

The Medical Interview

Structure and objectives of the clinical interview.

Calgary-Cambridge Communication Model.

Active listening techniques.

Open-ended and closed-ended questions.

Exploring patients’ concerns, expectations, and needs.

Difficult Conversations

Delivering bad news.

Managing patients’ and family members’ emotions.

Managing anger, anxiety, and conflict.

Communication errors and their consequences.

Physician Self-Awareness

Emotions and personal experiences of healthcare professionals.

Personal factors influencing the therapeutic relationship.

Reflection on one’s own communication style.

Burnout and its impact on professional relationships.

Analysis of Professional Situations

Guided discussion of video-recorded interactions.

Analysis of doctor–patient interactions.

Identification of communication strengths and weaknesses.

Small-group exercises and peer discussion.

RECOMMENDED READING/BIBLIOGRAPHY

Teaching materials used during the course will be made available on the AulaWeb platform.

For further reading:

Moja E., Vegni E., “La visita medica centrata sul paziente”, Raffaello Cortina Editore, Milano.

For students with SLD: Any necessary adaptations to study materials (e.g., accessible versions or alternative formats) should be arranged with the course instructor.

TEACHERS AND EXAM BOARD

Exam Board

GIANLUCA DAMONTE (President)

JOSEPH MICHAEL LEE (President)

LESSONS

LESSONS START

Please refer to the Web Agenda | University of Genoa, available at the following link: https://easyacademy.unige.it/portalestudenti/

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Attendance at the professionalizing educational activities is required. Students who do not attend the scheduled activities must take an oral examination covering the topics presented during the course.

ASSESSMENT METHODS

Students obtain eligibility “pass” through participation in the professionalizing educational activities conducted in small groups. Attendance and active participation in the practical sessions constitute the standard method for assessing learning outcomes.

Students who do not participate in the scheduled activities are required to take an oral examination covering the course content.

Assessment is expressed on a Pass/Fail basis.

Students with disabilities, SLD, or other special educational needs who have already uploaded their certification through servizionline.unige.it may request appropriate examination accommodations according to the procedure outlined below.

FURTHER INFORMATION

Students with disabilities or specific learning disorders (SLD) who require educational accommodations should refer to the University website: https://unige.it/disabilita-dsa

Students with disabilities or SLD are reminded that, in order to request examination accommodations, they must first upload their certification through the University online services portal: servizionline.unige.it – Students section.

The documentation will be reviewed by the University Service for the Inclusion of Students with Disabilities and Specific Learning Disorders: rubrica.unige.it/strutture/struttura/100111

Subsequently, and sufficiently in advance of the examination date (at least 7 days before the exam), students must complete the online form provided by the University Inclusion Service and submit their request for examination accommodations to the instructor responsible for the assessment, copying (cc) the School Inclusion Coordinator (Prof. Nicola Girtler – nicolagirtler@unige.it) in the email.