Recent generations of medical school graduates have seen training in interpersonal communication become increasingly embedded into medical education curricula. It is now viewed as a core competency by international medical councils and accreditation bodies. With the World Federation of Medical Education (WFME) including communication in its basic standards of medical education, medical schools are required to incorporate the teaching of communication skills into the skills development of all core clinical specialties (*see References).

Why Communication Skills Are Essential in Clinical Rotations and Beyond

“There is simply no way to overemphasize the importance of assuring that medical students present themselves professionally and employ stellar communication skills, traits they must value and continue strengthening through their entire careers,” says Clinical Professor Chris May, MBBS, FRACGP, FACEM, Oceania University of Medicine (OUM) Director of Clinical Training (Australia), pictured right.

OUM’s clinical training supervisors are required to train and counsel their students on using effective Interpersonal & Communication Skills and Professionalism. Here is a very brief sampling of the skills that our medical students must develop and refine during all core clinical rotations. They must:

• Demonstrate compassion, empathy, and respect toward patients and families, including respect for the patient’s modesty, privacy, confidentiality, and cultural beliefs.
• Develop the ability to present diagnostic and prognostic findings to the patient and their relatives clearly and concisely.
• Develop the ability to clearly communicate clinical information to colleagues and other professionals involved in the care of patients.
• Demonstrate accountability to patients, society, and the profession; and sensitivity and responsiveness to a diverse patient population, including but not limited to, diversity in gender, age, culture, race, religion, disabilities, and sexual orientation.
• Recognize the importance of patient preferences, perspectives, and perceptions regarding health and illness, and develop strategies to successfully negotiate treatment plans and patient adherence. 
• Acknowledge personal limitations and mistakes openly and honestly, seek and respond to feedback in a positive way, and demonstrate flexibility and maturity in adjusting one’s behavior.

“Without exception, the cornerstone of a successful doctor-patient relationship is effective communication. Clinical skills development must be about more than procedures to master, differential diagnoses, and patient histories. The ability to effectively communicate and connect with patients, families, and colleagues can make or break a successful practice,” says Elza Pollak-Christian, MD, MBA, FAAP, OUM Senior Lecturer and Director of Clinical Education and Faculty, pictured right.

Key Interpersonal & Communication Skills for Medical Students

Medical education research consistently highlights the critical importance of medical students learning strong interpersonal and communication skills, as these abilities directly impact patient care, satisfaction, and health outcomes, with studies showing that effective communication can lead to better adherence to treatment plans, less malpractice litigation, and increased patient trust in their doctors.

What are the components of effective communication between a doctor and his/her patient?

• Active listening: Fully attending to the patient’s concerns and questions. 
• Empathy: Demonstrating understanding and compassion for the patient’s situation.
• Clear explanation: Providing information in a way that the patient easily understands.
• Active observation: Maintaining appropriate eye contact and body language. Identifying visual cues.

Overall, research consistently emphasizes the necessity of incorporating robust interpersonal and communication skills training into medical education. At OUM, it is a fundamental component of quality patient care training.

*References:
Association of American Medical Colleges. Contemporary issues in medicine: Communication in medicine (report III of the medical school objectives project). Washington: Association of American Medical Colleges; (1999). [PubMed] [Google Scholar]

Cowan D, Danoff D, Davis A, Degner L, Jerry M, Kurtz S, et al. Consensus statement from the workshop on the teaching and assessment of communication skills in Canadian medical schools. Can Med Assoc J. (1992) 147:1149–50. [PMC free article] [PubMed] [Google Scholar]

Medical School Accreditation Committee. Standards for assessment and accreditation of primary medical programs by the Australian Medical Council 2012. In: Australian Medical Council, editor. Graduate outcome statements. Kingston: ACT: Australian Medical Council Limited; (2012). 21 p. [Google Scholar]

World Federation of Medical Education. Basic medical education WFME global standards for quality improvement. The 2020 revision. Copenhagen, Denmark: WFME Office; (2020). 29 p. [Google Scholar]