Communication training is inadequate
The role of deception, non-verbal communication, and cultural proficiency
Bibliographic Data
| ID | 15328145 |
|---|---|
| Authors | Aaron Baugh (0000-0002-9527-691X, University of California, San Francisco), Aaron D Baugh (University of California San Francisco Medical School), Allison A Vanderbilt (0000-0002-9758-7180, Fulton County Health Center), Reginald F Baugh (0000-0002-2838-3854, University of Toledo College of Medicine and Life Sciences, corresponding author) |
| Year | 2020 |
| Volume | 25 |
| Issue | 1 |
| Pages | 1820228-1820228 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education Online (JOURNAL) |
| Journal identifiers | ISSN: 1087-2981 • E-ISSN: 1087-2981 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10872981.2020.1820228 |
| PMID | 32938330 |
| OpenAlex | W3087183628 |
| Language | EN |
| Citations received | 2 |
| References cited | 55 |
In this commentary, we argue that the limited experiential exposure of medical students to different cultures makes the instruction devoted to communication skills inadequate. The relationship of these dynamics to honesty in clinical encounters is explored. Absent significant experiential exposure to differing group cultures to counter the natural tendency to favor one's own, discrimination prevails. Knowledge or awareness of cultural differences does not necessarily equate to communication proficiency. Critically, interactions based on lived experience offer a deeper knowledge and understanding of culturally meaningful nuances than that imparted through other formats. Medical students' lack of experiential exposure to different cultures results in communication miscues. When the stakes are high, people detect those miscues diminishing trust in the doctor-patient relationship. Greater experiential cultural exposure will enhance the facility and use of culturally specific communication cues. At its core, the requisite transformation will require medical students to adapt to other cultures and greater representation by marginalized and stigmatized populations not only among the studentry but staff and faculty. The time is now to ensure that the physicians we produce can care for all Americans. What cannot be taught must be identified by the selection process. Competence with half the population is a failure for American medicine
Competence (human resources · Cultural competence · Cultural diversity · Deception · Developmental psychology · Experiential learning · Honesty · Medical education · Nonverbal communication · Pedagogy · Sociology · Empathy and Medical Education · Innovations in Medical Education · Medical Education and Admissions · Medicine · Psychology · Social Psychology
Medical School Experiences Associated with Change in Implicit Racial Bias Among 3547 Students
Race and trust in the health care system
Active learning increases student performance in science, engineering, and mathematics
Racial residential segregation
Lying
Perceiving Others’ Feelings
Shared Reality
Aversive Racism and Selection Decisions
“It's Not What You Say …”
When familiarity breeds accuracy
Prejudice, clinical uncertainty and stereotyping as sources of health disparities
Cultural borders and mental barriers
On the malleability of automatic attitudes
Reducing intergroup bias
Recent advances in intergroup contact theory
Wider-community Segregation and the Effect of Neighbourhood Ethnic Diversity on Social Capital
Reconciling the contact and threat hypotheses
Measuring cultural diversity
Disaggregating ethnoracial disparities in physician trust
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |