Programa para ayudar a estudiantes de tercer a？o a integrar el contenido y la forma en la realización de la historia clínica

introduction. communication skills are considered as important and independent capacity to be acquired by students, however, are a fundamental part of the consultation. aim. to describe a formative program for third year students with the objective of integrating anamnesis and communication skills in an integrating way and evaluate the correlation between them both. subjects and methods. observational descriptive study. location: skills classroom in the medicine faculty of cordoba. subjects: 158 3rd year medicine students. interventions: an interactive program in communications skills in clinical stories performances has been developed. an independent evaluator valued the communication and anamnesis skills during the clinical interview of the recorded meetings with simulated patient using a tool ad hoc. results. average interview time: 5:56 min (95% ci = 5:38-6:15 min) (maximum 10 min). average global score rating scale: 56.2 (maximum 104) (95% ci = 54.20-58.19); skills of doctor-patient average score: 25.58 (maximum 40) (95% ci = 24.7-26.5), and biomedical anamnesis: 30.61 (maximum 64) (95% ci = 29.20-32.03). a positive correlation exists between with the time used by students and the obtained punctuation in the rating scale (pearson coefficient = 0.65; p < 0.01), just like in the biomedical and communication sections (pearson coefficient = 0.44; p < 0.01). conclusions. the program was feasible, in which the communications skills had the best performance: reactivity, non-verbal language, reception and closing interview; against a not well performed biomedical anamnesis. time is an important variable to develop the skills learnt and the students uses less than the maximum. the group of students with the best psychosocial aspects, got more details of anamnesis in their interviews.