Integrating Health Communication into Basic Medical Courses: A Qualitative Study for Enhancing Professional Competencies in Undergraduate Medical Students

Purpose: Medical students frequently undervalue basic medical courses prior to clinical training, resulting in learning difficulties. Current pedagogical approaches fail to integrate basic medical sciences with essential health communication skills. Consequently, strategies are needed to help students promptly recognize the value of basic courses while developing core communication competencies. Methods: This qualitative study explored the integration of health communication activities into basic medical courses for 42 undergraduate medical students (Years 1– 3). Students engaged in structured communication tasks and composed reflections on the relationship between basic science and health communication. Additionally, semi-structured interviews with 15 community members were conducted to assess their perceptions of students’ communication. Applied thematic analysis was employed to analyze the reflective essays. Results: The analysis identified 18 codes grouped into six themes: clinical health communication thinking, perception of scientific research, responsibility for health communication, communication of knowledge and skills, hands-on interaction, and knowledge system construction. Participants in the community interviews reported that students communicated clearly and professionally, with some indicating intentions to adjust health behaviors based on the information received. Conclusion: In this exploratory qualitative study, the integration of health communication into basic medical courses was associated with enhanced students’ appreciation of foundational knowledge and improved self-perceived communication skills. These findings suggest a potential approach to curriculum reform. However, further quantitative research is required to assess broader educational and public health outcomes.