Vol. 12 - Num. 19
aDepartamento de Salud Pública y Materno-Infantil. Universidad Complutense de Madrid. Pediatra. CS Pozuelo-Emisora. Pozuelo de Alarcón. Madrid. España.
bCS Castilla La Nueva. Fuenlabrada. Madrid. España.
cEstudiante de Medicina. Facultad de Medicina. Universidad Complutense de Madrid. Madrid. España.
Correspondence: ML Arroba. E-mail: email@example.com
Reference of this article: Arroba Basanta ML, Dago Elorza R, Manzarbeitia P. Clinical interview in pediatrics: theory and practice. Rev Pediatr Aten Primaria. 2010;12(Supl 19):s263-s270.
Published in Internet: 20-11-2010 - Visits: 6483
Human communication skills have been systematically forgotten during medical training at University. It is assumed that a professional involved in health knows how to conduct an interview. This view, undoubtedly idealized, takes along another fantasy: to think that whatever the question is or the way to dialogue with a kid or his/her family, the results are similar. Clinical interview (CI) is considered by some as a way to obtain significant data, without taking into account any emotions and feelings that any human relation has. In fact, we interview, unregarding the instrumental role of CI, to obtain something, even though this “something” is sometimes merely a communication. The interview itself must be the object of scientific research, only then we will be able to apply learning strategies useful to improve our skills.
Keywords● Active listening ● Clinical interview ● Resources in communication
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