REFLECTIVE PRACTICE IN TEACHING CLINICAL COMMUNICATION AND HEALTH EDUCATION IN MEDICAL SCHOOLS

Introduction and Objective: The Laboratory of Studies in Primary Care at the Federal University of Rio de Janeiro is in line with the National Curriculum Guidelines for Undergraduate Medical School. This involves understanding subjectivity as one of the dimensions of diversity in Health Care. In this perspective, values the uniqueness in the professional relationship user as a health care humanization strategy. The aim is to introduce reflective practices in medical education, as an educational strategy to approach the clinical communication and health education. Method: Direct observation and thematic analysis of the narratives of students that come from weekly meetings with a group of about 35 medical students graduate at different stages of formation. Wheels conversations, over a year, were held discussions with the approaches and practices of Medicine Narrative, Palhaçaria, Balint Group, Drama and Integrative and Complementary Practices. Results and Conclusions: narratives were produced on health care, on oppression in the training and the experience of Palhaçaria. Education activities were planned and carried out in health in the school system, thematising healthy eating with use of clown technique. Balint groups were conducted. Built up critical thinking enabling modifications to do in medicine, passing the value active listening, the uniqueness, autonomy and the role of users. Through the narratives of the students, it was noted that the use of reflective practice in medical education produces direct influences in the quality of clinical communication and health education.