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Abstract This study aimed to characterize and compare medicines formularies (MFs) used in Long-Term Care (LTC) facilities in Portugal, and to identify the prevalence of Potentially Inappropriate Medicines (PIMs). A systematic contact with LTC facilities was undertaken in December 2021. MFs were systematized according to the Anatomical Therapeutical Chemical classification system (ATC), followed by descriptive content analysis. A structured comparison between MFs developed by public organizations and private LTC facilities was performed. After duplicate removal and exclusion of medicines not for systemic use, two explicit criteria - the Algorithm of medication review in frail older people and the EU(7)-PIM list - were employed for PIMs identification. Five MFs were obtained and assessed. The three MFs developed by private institutions covered 23% of the national LTC facilities and approximately 34% of the national total of beds. Heterogeneity was particularly high for the Alimentary tract and metabolism, Blood and blood-forming organs, Musculoskeletal system, and Respiratory system ATC groups. A PIM prevalence of 29,4% was identified. Medicines distribution between the MFs suggests the need to develop national guidelines towards harmonizing medicines usage in LTC. The prevalence of PIMs found highlights the importance of a particular optimized use of this health technology in aged sub-populations

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O ensino de habilidades de comunicação é indispensável aos profissionais de saúde. Este estudo objetivou identificar instrumentos validados no português do Brasil que avaliam habilidades de comunicação de estudantes ou profissionais da saúde. Para tanto, foi realizada uma revisão de escopo que incluiu estudos de validação de instrumentos para avaliação de habilidades de comunicação de estudantes/profissionais da área da Saúde. Foram identificados quatro instrumentos, traduzidos e validados para o português do Brasil. Validação de conteúdo, validação de construto e o teste de consistência interna foram realizados com maior frequência. Esta revisão identificou um número reduzido de instrumentos para avaliar habilidades de comunicação e dados limitados de validade e confiabilidade dos instrumentos.(AU)

Teaching communication skills to health professionals is extremely important. This study aimed to identify instruments validated for Brazilian Portuguese that assess communication skills of health students or professionals. We carried out a scoping review that included validation studies of instruments for assessing communication skills of students/professionals from the area of Health. Four instruments were identified, translated into Brazilian Portuguese and validated for this language. Content validation, construct validation and the internal consistency test were the most frequently performed ones. This review identified a reduced number of instruments to assess communication skills and limited data about the instruments' validity and reliability.(AU)

La enseñanza de habilidades de comunicación es indispensable para los profesionales de la salud. El objetivo de este estudio fue identificar instrumentos validados en portugués de Brasil que evalúan habilidades de comunicación de estudiantes o profesionales de la salud. Para ello, se realizó una revisión de alcance que incluyó estudios de validación de instrumentos para evaluación de habilidades de comunicación de estudiantes/profesionales del área de la salud. Se identificaron cuatro instrumentos, traducidos y validados al portugués de Brasil. La validación de contenido, la validación del constructo y el test de consistencia interna se realizaron con mayor frecuencia. Esta revisión identificó un número reducido de instrumentos para evaluar habilidades de comunicación y datos limitados de validez y confiabilidad de los instrumentos.(AU)

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Objective. To evaluate undergraduate pharmacy curricula at Federal Institutions of Higher Education in Brazil in order to identify sign language courses and other content related to the provision of care to deaf patients. Methods. A cross-sectional, descriptive study was conducted between March and June 2017. Data were collected from the websites of undergraduate pharmacy education programs in Brazil. Sign language courses were classified according to type (mandatory or elective), nature (theoretical or theoretical-practical), course period and workload. The course contents were extracted and analyzed by content analysis. Results. Of the 35 schools of pharmacy included in the study, 18 (51.4%) included a sign language course in their curriculum. Eighteen (100%) of the sign language courses were elective, one (5.6%) was theorical-practical, 16 (89.0%) did not have a predetermined point in the curriculum for students to complete the course, and 11 (61.1%) had a workload equal to or greater than 60 hours. The main pedagogical content identified related to the teaching and learning of sign language. Conclusion. Learning sign language in undergraduate pharmacy is important for these professionals could provide humanistic and integral care to deaf patients. Therefore, there is considerable room for improvement in teaching sign language to undergraduate pharmacy students in Brazil.

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RESUMO Este ensaio destaca a importância das competências de comunicação clínica (CCC) nas ciências da saúde. Estas competências podem ser ensinadas, aprendidas e avaliadas, e vários estudos evidenciam para as vantagens de uma formação específica nesta área, potenciando a relação que os profissionais da área da saúde estabelecem com os pacientes, cuidadores informais e equipas de saúde, com resultados melhorados nos indicadores de saúde e cuidados mais humanizados. Confrontados com dificuldades na integração de programas específicos de comunicação nos curricula, assim como um défice no processo de avaliação e feedback estruturado, é crucial um investimento na formação pedagógica e no desenvolvimento curricular. Conscientes da escassez de trabalhos sistemáticos que apontam para um consenso sobre as competências e objetivos de ensino-aprendizagem das CCC, o sub-grupo Core Curriculum do comité de ensino (tEACH) da Associação Europeia de Comunicação em Saúde (EACH) desenvolveu e alcançou um consenso para um currículo nuclear nas diferentes áreas da saúde. Neste contexto, surgiu o Health Professions Core Communication Curriculum – HPCCC, que pode servir como referencial flexível de acordo com as necessidades específicas e contribuir para uma maior sistematização das iniciativas de CCC em saúde em língua portuguesa.

ABSTRACT This essay addresses the importance of clinical communication skills (CCC) in the health sciences. These skills can be taught, learned and assessed, and several studies have shown the advantages of specific training in this area, enhancing the relationship that healthcare professionals establish with patients, informal careers and health teams, with improved results in health indicators and more humanized care. Faced with difficulties in integrating specific communication programs in the curricula, as well as a deficit in the assessment process and structured feedback, an investment in teacher training and curriculum development is crucial. Aware of the lack of systematic studies that point to a consensus on the skills and CCC teaching-learning objectives, the Core Curriculum sub-group of the Teaching Committee (tEACH) of the European Association of Communication in Health (EACH) developed and achieved a consensus for a core curriculum in the different areas of healthcare. In this context, the Health Professions Core Curriculum Communication – HPCCC emerged, which can serve as a flexible framework in accordance with the specific needs and contribute to greater systematization of CCC initiatives in healthcare spoken in Portuguese.