<?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>1886-5887</journal-id>
<journal-title><![CDATA[Revista de Bioética y Derecho]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bioética y Derecho]]></abbrev-journal-title>
<issn>1886-5887</issn>
<publisher>
<publisher-name><![CDATA[Observatori de Bioètica i Dret - Cátedra UNESCO de Bioética]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1886-58872021000200006</article-id>
<article-id pub-id-type="doi">10.1344/rbd2021.52.34162</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comunicación efectiva en salud: evaluación de una experiencia docente en estudiantes de medicina de Cuenca, Ecuador]]></article-title>
<article-title xml:lang="en"><![CDATA[Effective communication in Health: evaluation of a teaching experience in Medicine School of Cuenca, Ecuador]]></article-title>
<article-title xml:lang="ca"><![CDATA[Comunicació efectiva en salut: avaluació d'una experiència docent en estudiants de medicina de Cuenca, l'Equador]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estévez Abad]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estévez Vélez]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Cuenca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</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>
<numero>52</numero>
<fpage>85</fpage>
<lpage>104</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1886-58872021000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1886-58872021000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1886-58872021000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La comunicación dentro del ámbito médico es esencial para obtener buenos resultados en consulta; esta habilidad debe aprenderse a lo largo de la carrera y no suponer que es innata. Luego de una revisión sistemática de la metodología de enseñanza en Ecuador y el poco desarrollo que ha tenido dentro de las universidades, vemos la necesidad de realizar un estudio evaluando las habilidades comunicacionales de los estudiantes de medicina.  Metodología:  se incluyó cien estudiantes de sexto año que realizan el internado en el Hospital Vicente Corral Moscoso. Se valoró las entrevistas por observación directa utilizando una lista de verificación sustentada en la Guía Calgary-Cambridge. Se analizaron los datos buscando diferencia estadística.  Resultados:  No hubo diferencia estadística entre los grupos. El promedio obtenido por los evaluados fue de 13,96 de 23 habilidades. Se comparó por dos grupos: estudiantes que tenían formación en comunicación médica (19) y los que no tenían ninguna (81). Se encontró que los estudiantes con formación en comunicación desarrollan entrevistas con mayor empatía, escucha efectiva, respeto por las expectativas de los pacientes y capacidad de resumir los hallazgos en busca de resultados más eficaces.  Conclusión:  Se observan algunas diferencias entre ambos grupos comparables con estudios internacionales. Se recomienda a las escuelas establecer un currículo formal para el aprendizaje de la comunicación como habilidad efectiva en la formación médica. El objetivo es humanizar la comunicación y favorecer una mejor relación entre médico y paciente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Communication within the medical field is essential to obtain good results from the consultation. This skill must be learned throughout the career and not assumed to be innate. After a systematic review of teaching methodology in Ecuador and the little development it has had within medical schools, we carried out an observational study evaluating communication skills of medical students.  Methodology:  One hundred final-year students working at the Vicente Corral Moscoso Hospital were included. Direct observation interviews were assessed using a checklist tool supported by the Calgary-Cambridge Guide. Data were analyzed looking for statistical significance.  Results:  There was no statistical significance between groups. Mean score was 13.96 out of 23 skills evaluated. Two groups were randomized: students who had training in medical communication (19) and those who had none (81). Students with communication training developed empathic interviews, effective listening, respect for patient expectations and were capable to summarize findings for effective communication outcomes.  Conclusion:  There are some differences between both groups comparable with international studies. Ecuadorian Medical Schools are encouraged to establish a formal curriculum in learning and training communication skills. The objective is to humanize communication and to promote better relationship between doctor and patient.]]></p></abstract>
<abstract abstract-type="short" xml:lang="ca"><p><![CDATA[Resum  Introducció:  La comunicació dins de l'àmbit mèdic és essencial per a obtenir bons resultats en consulta; aquesta habilitat ha d'aprendre's al llarg de la carrera i no suposar que és innata. Després d'una revisió sistemàtica de la metodologia d'ensenyament a l'Equador i el poc desenvolupament que ha tingut dins de les universitats, veiem la necessitat de realitzar un estudi avaluant les habilitats comunicacionals dels estudiants de medicina.  Metodologia:  Es va incloure cent estudiants de sisè any que realitzen l'internat a l'Hospital Vicente Corral Moscoso. Es va valorar les entrevistes per observació directa utilitzant una llista de verificació sustentada en la Guia Calgary-Cambridge. Es van analitzar les dades buscant diferència estadística.  Resultats:  No va haver-hi diferència estadística entre els grups. La mitjana obtinguda pels avaluats va ser de 13,96 de 23 habilitats. Es va comparar per dos grups: estudiants que tenien formació en comunicació mèdica (19) i els que no tenien cap (81). Es va trobar que els estudiants amb formació en comunicació desenvolupen entrevistes amb major empatia, escolta efectiva, respecte per les expectatives dels pacients i capacitat de resumir les troballes a la recerca de resultats més eficaços. Conclusió: S'observen algunes diferències entre tots dos grups comparables amb estudis internacionals. Es recomana a les escoles establir un currículum formal per a l'aprenentatge de la comunicació com a habilitat efectiva en la formació mèdica. L'objectiu és humanitzar la comunicació i afavorir una millor relació entre metge i pacient.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[relación médico-paciente]]></kwd>
<kwd lng="es"><![CDATA[Guía Calgary-Cambridge]]></kwd>
<kwd lng="es"><![CDATA[comunicación efectiva]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje médico]]></kwd>
<kwd lng="en"><![CDATA[Doctor patient relationship]]></kwd>
<kwd lng="en"><![CDATA[Calgary-Cambridge guide]]></kwd>
<kwd lng="en"><![CDATA[effective communication]]></kwd>
<kwd lng="en"><![CDATA[medical learning]]></kwd>
<kwd lng="ca"><![CDATA[relació metge-pacient]]></kwd>
<kwd lng="ca"><![CDATA[Guia Calgary-Cambridge]]></kwd>
<kwd lng="ca"><![CDATA[comunicació efectiva]]></kwd>
<kwd lng="ca"><![CDATA[aprenentatge mèdic]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ammentorp]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Thomsen]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Jarbøl]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Holst]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Øvrehus]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Kofoed]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparison of the medical students perceived self-efficacy and the evaluation of the observers and patients]]></article-title>
<source><![CDATA[BMC Medical Education]]></source>
<year>2013</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baird]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Scheffer]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
<name>
<surname><![CDATA[Wilson]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mirror neuron system involvement in empathy: A critical look at the evidence]]></article-title>
<source><![CDATA[Social Neuroscience]]></source>
<year>2011</year>
<volume>6</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>327-35</page-range></nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Berkhof]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[van Rijssen]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Schellart]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Anema]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[van der Beek]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effective training strategies for teaching communication skills to physicians: An overview of systematic reviews]]></article-title>
<source><![CDATA[Patient Education and Counseling]]></source>
<year>2011</year>
<volume>84</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>152-62</page-range></nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bermeo Ochoa]]></surname>
<given-names><![CDATA[PD]]></given-names>
</name>
<name>
<surname><![CDATA[Estévez Vélez]]></surname>
<given-names><![CDATA[AF]]></given-names>
</name>
</person-group>
<source><![CDATA[Evaluación de las habilidades comunicacionales de los internos rotativos de la carrera de medicina mediante la aplicación de la Guía Calgary Cambridge]]></source>
<year>2019</year>
</nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bickley]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Szilagyi]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Bates]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<source><![CDATA[Propedeutica medica]]></source>
<year>2010</year>
<publisher-name><![CDATA[Guanabara Koogan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brindley]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Commentary: Communication: The Most Important "Procedure" in Healthcare and Bioethics.]]></article-title>
<source><![CDATA[Cambridge Quarterly of Healthcare Ethics]]></source>
<year>2019</year>
<volume>28</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>415-21</page-range></nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Burt]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Abel]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Elmore]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Campbell]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Roland]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Benson]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Silverman]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessing communication quality of consultations in primary care: initial reliability of the Global Consultation Rating Scale, based on the Calgary-Cambridge Guide to the Medical Interview]]></article-title>
<source><![CDATA[BMJ Open]]></source>
<year>2014</year>
<volume>4</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="">
<collab>Ucuenca.edu.ec</collab>
<source><![CDATA[Carrera de Medicina y Cirugía]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Choudhary]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Gupta]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching communications skills to medical students: Introducing the fine art of medical practice]]></article-title>
<source><![CDATA[International Journal of Applied and Basic Medical Research]]></source>
<year>2015</year>
<volume>5</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>41</page-range></nlm-citation>
</ref>
<ref id="B10">
<label>10</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Consuegra-Fernández]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Fernandez-Trujillo]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La soledad de los pacientes con COVID-19 al final de sus vidas]]></article-title>
<source><![CDATA[Revista de Bioética y Derecho]]></source>
<year>2020</year>
<numero>50</numero>
<issue>50</issue>
<page-range>81-98</page-range></nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dalen]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Bartholomeus]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Kerkhofs]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Lulofs]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Thiel]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Rethans]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching and assessing communication skills in Maastricht: the first twenty years]]></article-title>
<source><![CDATA[Medical Teacher]]></source>
<year>2001</year>
<volume>23</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>245-51</page-range></nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="">
<source><![CDATA[EUNACOM. Eunacom.cl]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B13">
<label>13</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gelis]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Cervello]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Rey]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Llorca]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Lambert]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Franck]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Peer Role-Play for Training Communication Skills in Medical Students. Simulation In Healthcare]]></article-title>
<source><![CDATA[The Journal of The Society for Simulation in Healthcare]]></source>
<year>2020</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>106-11</page-range></nlm-citation>
</ref>
<ref id="B14">
<label>14</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gillard]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Benson]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Silverman]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching and assessment of explanation and planning in medical schools in the United Kingdom: Cross sectional questionnaire survey]]></article-title>
<source><![CDATA[Medical Teacher]]></source>
<year>2009</year>
<volume>31</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>328-31</page-range></nlm-citation>
</ref>
<ref id="B15">
<label>15</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Graf]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Loda]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Zipfel]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Wosnik]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Mohr]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Herrmann-Werner]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Communication skills of medical students: survey of self- and external perception in a longitudinally based trend study]]></article-title>
<source><![CDATA[BMC Medical Education]]></source>
<year>2020</year>
<volume>20</volume>
</nlm-citation>
</ref>
<ref id="B16">
<label>16</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Häusser]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Empathie und Spiegelneurone. Ein Blick auf die gegenwärtige neuropsychologische Empathieforschung]]></article-title>
<source><![CDATA[Praxis Der Kinderpsychologie Und Kinderpsychiatrie]]></source>
<year>2012</year>
<volume>61</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>322-35</page-range></nlm-citation>
</ref>
<ref id="B17">
<label>17</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kurtz]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Silverman]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Benson]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Draper]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Marrying Content and Process in Clinical Method Teaching]]></article-title>
<source><![CDATA[Academic Medicine]]></source>
<year>2003</year>
<volume>78</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>802-9</page-range></nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kushner]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Patient-Centered Care of the Patient with Obesity]]></article-title>
<source><![CDATA[Endocrine Practice]]></source>
<year>2016</year>
<numero>22</numero>
<issue>22</issue>
<page-range>10-1</page-range></nlm-citation>
</ref>
<ref id="B19">
<label>19</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Haveri]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Nath]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gaps in doctor patient communication: a community-based study]]></article-title>
<source><![CDATA[International Journal of Community Medicine and Public Health]]></source>
<year>2016</year>
<page-range>264-9</page-range></nlm-citation>
</ref>
<ref id="B20">
<label>20</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McLeod]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Communication rights: Fundamental human rights for all]]></article-title>
<source><![CDATA[International Journal of Speech-Language Pathology]]></source>
<year>2018</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-11</page-range></nlm-citation>
</ref>
<ref id="B21">
<label>21</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moore]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Kurtz]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Vargas]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La comunicación médico paciente: ¿Cuáles son las habilidades efectivas?]]></article-title>
<source><![CDATA[Revista Médica de Chile]]></source>
<year>2010</year>
<volume>138</volume>
<numero>8</numero>
<issue>8</issue>
</nlm-citation>
</ref>
<ref id="B22">
<label>22</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Newell]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Jordan]]></surname>
<given-names><![CDATA[Z]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The patient experience of patient-centered communication with nurses in the hospital setting: a qualitative systematic review protocol]]></article-title>
<source><![CDATA[JBI Database of Systematic Reviews and Implementation Reports]]></source>
<year>2015</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>76-87</page-range></nlm-citation>
</ref>
<ref id="B23">
<label>23</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rider]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Hinrichs]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Lown]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A model for communication skills assessment across the undergraduate curriculum]]></article-title>
<source><![CDATA[Medical Teacher]]></source>
<year>2006</year>
<volume>28</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>e127-34</page-range></nlm-citation>
</ref>
<ref id="B24">
<label>24</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Garros]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Carnevale]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Difficult decisions in pediatric practice and moral distress in the intensive care unit]]></article-title>
<source><![CDATA[Revista Brasileira de Terapia Intensiva]]></source>
<year>2018</year>
<volume>30</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B25">
<label>25</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schwartzman]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Hsu]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Law]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Chung]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessment of patient communication skills during OSCE: Examining effectiveness of a training program in minimizing inter-grader variability]]></article-title>
<source><![CDATA[Patient Education and Counseling]]></source>
<year>2011</year>
<volume>83</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>472-7</page-range></nlm-citation>
</ref>
<ref id="B26">
<label>26</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shukla]]></surname>
<given-names><![CDATA[AK]]></given-names>
</name>
<name>
<surname><![CDATA[Yadav]]></surname>
<given-names><![CDATA[VS]]></given-names>
</name>
<name>
<surname><![CDATA[Kastury]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Doctor-Patient Communication: An Important but Often Ignored Aspect in Clinical Medicine]]></article-title>
<source><![CDATA[JIACM]]></source>
<year>2010</year>
<volume>11</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>208-11</page-range></nlm-citation>
</ref>
<ref id="B27">
<label>27</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shukla]]></surname>
<given-names><![CDATA[AK]]></given-names>
</name>
<name>
<surname><![CDATA[Yadav]]></surname>
<given-names><![CDATA[VS]]></given-names>
</name>
<name>
<surname><![CDATA[Kastury]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Doctor-patient communication: an important but often ignored aspect in clinical medicine]]></article-title>
<source><![CDATA[JIACM]]></source>
<year>2010</year>
<volume>11</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>208-11</page-range></nlm-citation>
</ref>
<ref id="B28">
<label>28</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Silverman]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Kurtz]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Draper]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Skills for Communicating with Patients]]></source>
<year>2016</year>
<edition>3rd</edition>
<publisher-name><![CDATA[CRC Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<label>29</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Simmenroth-Nayda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Heinemann]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Nolte]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Fischer]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Himmel]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Psychometric properties of the Calgary Cambridge guide to assess communication skills of undergraduate medical students]]></article-title>
<source><![CDATA[International Journal of Medical Education]]></source>
<year>2014</year>
<numero>5</numero>
<issue>5</issue>
<page-range>212-8</page-range></nlm-citation>
</ref>
<ref id="B30">
<label>30</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Simmenroth-Nayda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Weiss]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Fischer]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Himmel]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Do communication training programs improve students' communication skills? - a follow-up study]]></article-title>
<source><![CDATA[BMC Research Notes]]></source>
<year>2012</year>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B31">
<label>31</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Street]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Gordon]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Haidet]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Physicians' communication and perceptions of patients: Is it how they look, how they talk, or is it just the doctor?]]></article-title>
<source><![CDATA[Social Science &amp; Medicine]]></source>
<year>2007</year>
<volume>65</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>586-98</page-range></nlm-citation>
</ref>
<ref id="B32">
<label>32</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Terés Quiles]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Medicina y Bioética: ¿qué significa ser un buen médico]]></article-title>
<source><![CDATA[Revista de Bioética y Derecho]]></source>
<year>2014</year>
<numero>32</numero>
<issue>32</issue>
<page-range>104-15</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
