Stories, Generative Dialogues and Medical Education

Abstract

Introduction: Medical training is a context with high levels of demands, which can become a source of stress and influence interpersonal relationships and the achievement of goals.

Objective: To understand how the dynamics of coping with the demands of a medical student's research work are constructed through dialogue, allowing the development of learning about teamwork with efficiency and productivity.

Methods: A case study was carried out with a qualitative approach.

Results: The relationship dynamics were designed based on the impossibility to work collaboratively, as well as in stories that explained the behavior of others as the cause for the lack of evolution and efficiency within the project. Creating generative conversational plots that enable emerging resources allows recognizing the problem situation as opportunities to coevolve. Subjectivities can be recognized and redesigned through dialogue, which creates new options for the achievement of common goals.

Conclusions: Counseling in groups of students with disagreements, which do not allow to coevolve, can be done through generative dialogues permitting reflections and learning about personal positions and relational dynamics, in order to build new options collaboratively, in which strengths, and internal and external resources emerge for the achievement of goals.