ReviewBMC medical education2026
Twelve tips for teaching medical communication skills in a second language.
Review in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
introductionAs healthcare becomes increasingly globalized, language barriers between international medical professionals and local patients pose significant threats to patient safety and care quality. Most medical curricula lack structured approaches to developing second language (L2) communication competencies. PURPOSE & RELEVANCE: This article provides 12 practical tips for integrating medical L2 communication teaching in health professions education. Combining experiential learning theory with research informed strategies, these tips address a critical gap and are essential for educators teaching international medical students or healthcare workforce. KEY TIPS: The tips are organized into three key phases: Course Design (Tips 1–3) focuses on incorporating whole-task learning to replicate real-world medical interactions, establishing patient-centered intended learning outcomes (ILOs), and designing performance assessments that include self-assessment tools. Course Delivery (Tips 4–8) emphasizes interactive teaching strategies such as simulation-based learning, role-playing exercises, collaborative learning, and integrating multiple feedback sources including peer, instructor, and simulated patient feedback. Steering Learning and Continuous Improvement (Tips 9–12) targets fostering a positive learning environment through reflection and feedback, balancing student confidence with stress management, and facilitating the transfer of learning from simulated tasks to real-world practice. IMPACT: Implementing these 12 practical tips can help educators take steps toward addressing the needs in second language (L2) medical communication training. By integrating experiential learning and research informed strategies into health professions education, these tips provide a structured approach to developing the communication skills of international medical students. This can lead to more effective patient-doctor interactions in multilingual medical settings, contributing to improved patient safety and care quality.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.