Health Communication

Scholar Year: 2020/2021

Courses

Head Teacher Responsability Joaquim João Casimiro Gronita Head

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes 3 Lectures Type Teacher Classes Hours Theoretical Totals 1 3,00 Joaquim Gronita   3,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

It is intended that at the end of this course the student is able to:
• Use conceptual tools in the theoretical analysis of communication processes
• Identify and understand the main psychosocial factors that influence communication processes
• Demonstrate skills to communicate verbally and non-verbally and appropriately to the context of health
relations

Syllabus

1. Communication: conceptual framework
2. The Influence of psychosocial dimensions in communication processes:
3. Verbal and non-verbal communication and communication styles
4. Health interview: verbal and non-verbal aspects
5. Effective communication: the role of feedback
6. Communication in health relations

Demonstration of the syllabus coherence with the UC intended learning outcomes

On the whole, the objectives of the UC value the importance of theory to support and consolidate the
communication skills in the context of health. These syllabus support the training and development of
specific skills to establish effective, appropriate and collaborative therapeutic relationships with patients.

Teaching methodologies

The teaching methodology will be: theoretical sessions, in which they use the lecture method, discussion
in large group, small group work, experimental sessions and evaluation of simulated interviews.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The objectives fall within the areas of conceptualization and application of learning to simulated interviews.
The theoretical sessions will be focused on transmission and appropriation of conceptual tools and some
procedures considered desirable on the therapeutic relationship (eg active listening, feedback,
reformulation, types of questions). The practical sessions will be devoted to the training of practical skills,
with experimentation, discussion and feedback on the simulated interviews.

Assessment methodologies and evidences

Continuous evaluation will be conducted through a written test (50%) and elaboration in groups of three
elements, a practical work (40%), being mandatory to obtain at least 10 (on a scale of 0 to 20). By choice or
in the case of failure in continuous evaluation, the student will hold a written exam.

Assement and Attendance registers

Bibliografia

Argyle, M. (1988) Bodily Communication (2nd ed). Cheltenham: Stanley Thornes.
Burnard, P. (1997). Effective Communication Skills for Health Professionals (2ª edição). London: Chapman
& Hall.
Cardoso, R.M. (Coord.) (2012). Competências Clínicas de Comunicação. Porto: Unidade de Psicologia
Médica, DNCSM da FMUP.
Fachada, O. (2005). Psicologia das Relações Interpessoais (7ªEdição). Lisboa: Edições Rumo.
Hall, E. T. (1986). A dimensão Oculta. Lisboa: Relógio d’Água.
Northouse, L. L. & Northouse, P. G. (1998). Health Communication. Strategies for Health Professionals (3th
ed.). New Jersey: Pearson Education.
Rungapadiachy, D.M. (1999). Interpersonal Communication and Psychology for health care Professionals.
Oxford: Butterworth Heinemann.
Watzlawick, P., Beavin, J. & Jackson, D. D. (2007). A pragmática da comunicação humana. São Paulo:
Editora Culturix.
West, R. & Turner, L. H. (2004). Introducing Communication Theory. Analysis and Application. New York:
McGraw-Hill