Communication skills in the curriculum of Medical students from Spain (1990-2014): From the Primary Health Care to the Bologna Plan. A descriptive study

Objectives: Analyse the currently situation of teaching in communication skills in the Spanish Medical Schools (MS) and the grade of implementation from the recommended by the National Agency of Evaluation of the Quality and Accreditation. Design: Descriptive-comparative, transversal and quantitative-qualitative study. Situation: University teaching field. Sample: The whole population of MS in Spain. Inclusion criteria: teaching during the academic year 2013-2014 the Degree in Medicine homologated by the National Agency of Evaluation of the Quality and Accreditation and offering information of their educational plans and teaching guides (online, telephonic or e-mail). Variables: 1) Existence of courses about communication skills; 2) type of teaching; 3) format of the course; 4) credits; 5) length, and 6) grade. They were analysed with descriptive parameters and the Cohen's coefficient (d). Results: Forty-two MS: 10 privates and 32 publics. Thirty MS (71.43%) presented at least one course of communication skills. The 78.12% of the public.MS contained this kind of teaching as an entire course versus the 50.00% of the private MS. The national average by MS was 2.77 (sigma = 2.41), lower than the 5.0 credits recommended by the the National Agency of Evaluation of the Quality and Accreditation (relevant difference: d = >> 1.63 0,8). The 63.63% contained this teaching over the second cycle (mode: second degree). Conclusions: The course loads in terms of credits destined to this skills has increased considerably from 1990 to 2014 (d = 1,43 >> 0,8). However, it has not been completely established yet the recommendations about this aspect in most of the Spanish MS. The public universities seem to be more aware of this teaching. Furthermore, it would be interesting strengthen this skills in the sixth grade. (C) 2014 Elsevier Espana, S.L.U.