Background: Clinical communication is a core competency vital for ethical, patient-centered care and improved outcomes. Effective doctor–patient communication enhances adherence, satisfaction, and safety while reducing errors and litigation. Despite formal training, a persistent “transfer gap” exists between classroom instruction and clinical practice. Aims and Objectives: (1) The aim of the study was to assess medical students’ attitudes toward communication skills; (2) To evaluate competence development through experiential teaching-learning methods. Materials and Methods: A quasi-experimental, prospective mixed-methods study was conducted among Phase II MBBS students (n=114). Baseline attitudes were measured using the communication skills attitude scale (CSAS). A 7-week structured experiential program comprising didactic sessions, demonstrations, role-plays, and simulated scenarios was implemented. Post-intervention assessment included repeat CSAS, objective structured clinical examination (OSCE)-based evaluation with standardized checklists, rubric-based group assessment, and thematic analysis of reflective narratives. Results: Negative attitude scores improved significantly (P=0.017), while positive scores showed a non-significant rise (P=0.060). In OSCEs, 56% demonstrated good-to-very-good competence, 32% adequate performance, and 12% difficulty in key domains. Higher competence was observed in do not attempt resuscitation and breaking bad news scenarios, with lower scores in faith-based refusal contexts. Thematic analysis identified six communication domains, most frequently confidentiality and professional conduct (26.3%) and patient autonomy (24.6%). Conclusion: Structured experiential learning enhances communication competence and reduces negative attitudes toward training. Early integration and longitudinal reinforcement of experiential strategies may bridge the transfer gap and foster ethically grounded, patient-centered clinicians.
Hashmiya et al. (2026) studied this question.