Communication Skills Research Articles

Mengasah Kepercayaan Diri Siswa Melalui Pelatihan Public Speaking di MAN 2 Lampung Utara

Public speaking is an essential part of communication skills that are not easily mastered by everyone. Anxiety about speaking in public often hinders individuals from developing. The negative impacts can be seen from the physical and emotional health disorders they experience. Lack of confidence when speaking in public is also experienced by students of MAN 2 North Lampung. The right solution is to hold public speaking training that can build students' confidence in speaking in public. The approach is a sequence of training sessions that are precisely and clearly organized within a given time period, tailored to the organizer's time and location available. The activity's outcomes demonstrate that a large number of high school students are interested in public speaking, and we can observe that each student has good potential when it comes to public speaking practice. The inference that may be made is that public speaking abilities are fundamental and should be had by everyone, particularly high school pupils who will find them valuable in the future.

Enhancing professional communication training in higher education through artificial intelligence(AI)-integrated exercises: study protocol for a randomised controlled trial

BackgroundEffective communication skills are fundamental for health care professionals, yet conventional training methods face challenges in scalability and accessibility due to resource constraints. The emergence of artificial intelligence (AI), particularly generative AI, offers innovative ways for enhancing communication skills training by simulating realistic conversational scenarios and providing personalised, adaptive feedback. This manuscript is presented as study protocol for a cluster-randomised controlled trial that aims at evaluating the efficacy of an AI-supported higher education training protocol incorporating generative AI exercises to enhance communication competencies among psychology students.MethodsIn this cluster-randomised controlled trial, psychology students enrolled in communication skill seminars at a medium sized university in a medium sized German city will participate. Classes will be assigned within a parallel group design to the AI condition (AI-enhanced exercises alongside teaching-as-usual, TAU, that includes classical exercises) or the control condition (TAU only). Additional non-randomised comparison classes will comprise students with TAU only, but not be part of main analyses. The primary outcome is the change in communication skills from baseline, assessed through questions reflecting the communication techniques emphasised in the training. Secondary outcomes include communication skills, self-efficacy and self-concept, motivation, attitudes toward AI, user experience with the AI tool, student evaluations of course quality, and feasibility aspects such as uptake and usability. Data will be collected via online surveys and the university’s teaching platform. Statistical analyses will employ mixed models to evaluate the intervention’s impact.DiscussionThis study will provide empirical evidence on the effectiveness and feasibility of integrating AI into higher education communication skills training. Successful integration of AI-enhanced training could revolutionise educational practices by offering scalable, accessible, and personalised learning experiences. The findings may have broader implications for incorporating AI tools in various educational and professional training contexts, while addressing ethical considerations and promoting responsible use of AI in education.Trial registrationThis trial has been pre-registered on the Open Science Framework (OSF) under identifier ‘th6f4’.

A comprehensive analysis of academic performance, self-confidence, motivation, and communication in calculus courses: Insights from international and local students

Taiwan's rapid development in education is evidenced by its high ranking in the 2022 PISA assessment, making it an attractive destination for international students. National Dong Hwa University, particularly its Department of Computer Science and Information Engineering (CSIE), has become popular among these students. This study focuses on the impact of integrating local and international students in calculus courses, a required subject, due to the close relationship between mathematics and computer science. The study sampled 14 international and 14 local first-year students, collecting data through questionnaires to assess their self-confidence, communication skills, and motivation. At the same time, academic performance was measured through midterm exam scores. The findings revealed significant differences in academic performance, self-confidence, and communication between local and international students, with p-values of .024*, .016*, and .012*, respectively. Among international students, self-confidence and communication were significantly correlated with academic performance (p=.013* and p=.026*), while for local students, a significant relationship was found between scores and communication (p=.035*).

Interkulturalne kompetencije učenika osnovne škole u odnosu na njihova socio-pedagoška obilježja / Intercultural Competences of Elementary School Students in Relation to their Socio-Pedagogical Characteristics

Intercultural competences are one of the basic skills for the individual’s functioning in modern society. The constant need for rapid adaptation to changes and cooperation with members of other cultures, increasingly imposes the need for new patterns of behavior. Openness to differences, tolerance, communication skills and other determinants of interculturalism, become the basis for successful cooperation from an early age. Raising children to live and work in a multicultural environment is a matter of the current progress of the individual, but also future development of the wider social community. Possessing the competences to navigate and live in any ethnic, religious or national group is a condition for personal development but also for the progress of the entire society. The paper examines the self-assessment of intercultural competences of primary school students in relation to their gender, grade and school success. The data were collected using the intercultural competence scale. The results of the statistical analysis prove that higher results on the intercultural competence scale are achieved by female respondents, higher grade, and better school success. A statistically significant difference was shown in all three segments examined. Given that school success is a significant predictor of the examined competencies, the obtained results can be useful for the future direction of educational practice. By encouraging students to achieve better school success, we directly influence other segments of the personality that would contribute to the development of skills necessary for the individual's future. The obtained results leave space for further research into the causes of the identified differences.

Voices of preservice teachers: An evaluation of interactive online oral assessment to assess learning

ABSTRACT Interactive online oral assessment is an assessment method aimed at offering students engaging and authentic learning experiences. The study reported on preservice teacher perceptions of completing this type of assessment in an initial teacher education course at one particular Australian university. Sixty participants responded to an online survey comprising questions concerning their viewpoints about preparation, employability, and readiness for an interactive online oral assessment. A focus group interview with four students were also conducted to glean further information that might not have been yielded from the online survey. Findings revealed that preservice teachers endorsed the assessment as providing a real-life experience example, and it assisted in enhancing their communication and professional skill development. Three challenges were put forward which were anxiety and nervousness, time constraints, and technology issues during the assessment. While these findings are course specific, they provide future direction for further research into the use of interactive online oral assessment in education faculties and other university schools.

Patients’ Perspective regarding Counselling about Hepatitis C Transmission: A Mixed Method Study in Rawalpindi, Pakistan

Objective: To identify patient’s perceptions regarding counselling by health care workers about modes of transmission of Hepatitis C and to explore barriers to counselling. Study Design: Mixed method study. Place and Duration of Study: Outpatient and Inpatient of Medical, Surgical, Gynaecology, and Pre-Anaesthesia Departments of Tertiary Care Hospital, Rawalpindi Pakistan, from Aug 2019 to Feb 2020. Methodology: After rigorous inclusion and exclusion criteria, 400 patients were selected for the study through consecutive sampling. After taking IRB an interviewer-administered structured questionnaire was used to determine the level of counselling, and two focus group discussions were conducted to explore the patient’s perspective regarding barriers to counselling. Results: The results show that 56.5% (n=226) patients perceived the level of counselling to be poor, 34.3% (n=137) found it to be satisfactory, and a mere 9.3% (n=37) perceived it to be good. Barriers to counselling were attitude, time, attention given by health care providers, the environment, monetary issues, and a lack of communication skills and professionalism. Conclusion: The majority of the respondents reported that the level of counselling regarding the modes of transmission of HCV was poor. Moreover, the lack of attention, time, and attitude of the health care professionals were considered significant barriers to counselling.

Promoting Speaking Skills through Pedagogic Translation: Unlocking the Prohibited

Speaking is a fundamental communicative skill. To develop it, language learners need to grapple with fluency, accuracy, and confidence. Pedagogic translation, often dismissed as a passive skill, can actually enhance speaking proficiency by fostering linguistic awareness, cross-linguistic comparison, and lexical retrieval. This paper explores how translation-based activities can improve oral proficiency, particularly in terms of accuracy, fluency, and pragmatic competence. Drawing on theoretical insights and survey studies, the paper argues that pedagogic translation serves as a bridge between receptive and productive skills, enabling learners to internalize structures and express ideas more effectively in the target language (L2). However, challenges such as over-reliance on L1 and potential interference must be managed carefully. The paper concludes by offering pedagogical recommendations for integrating translation into speaking-focused instruction.

The Voice of Physicians: The Essential Role of Public Speaking in Medical Training

Abstract Public speaking skills are essential for career advancement and success in medicine. This needs assessment evaluated the public speaking challenges faced by medical students and faculty, identifying areas where targeted training can enhance communication skills crucial for medical practice. Size and demographics (e.g., students versus attendings) of the audience population affect public speaking confidence, particularly for students. Both groups prefer practical, interactive learning methods, like workshops and peer practice. Medical schools can integrate training and practice opportunities into existing curricula, ensuring that students still receive essential communication skills development within their current programs.

English Day Program and Its Impact on Students' Speaking Proficiency A Socio-linguistic Exploration

This study explores the sociolinguistic dimensions of the English Day program and its impact on students' speaking proficiency at SMA Global Madani. By examining how language practices like English Day influence students' confidence, fluency, and language identity, this research highlights the importance of authentic communication environments in language learning. The study employed qualitative methods, including observations and interviews with 15 purposively selected students. The findings indicate that while the English Day program significantly improved students' speaking proficiency, it also presented sociolinguistic challenges such as anxiety and self-consciousness. Nonetheless, consistent exposure to English and supportive social environments helped foster students' confidence and communicative skills. This study emphasizes the importance of contextual and sociolinguistic factors in shaping effective language acquisition practices.

Профессиональная подготовка будущих специалистов по связям с общественностью: коммуникативный аспект

The article examines the communicative practices used in the process of training future public relations specialists in the educational environment of the university. The purpose of the study is to determine, based on the study of scientific literature and pedagogical experience, a set of communicative practices used in the process of training future public relations specialists for professional communication in the educational environment of the university. The research is based on an interactive methodological approach. The significant role of the communicative component in the professional training of future public relations specialists is shown. The complex of communication technologies and practices used for professional training of future public relations specialists in the process of organizing and conducting round tables, discussions, focus groups, conducting surveys and analysing cases of communication campaigns at various levels is defined and characterized. The features of professional communication in the advertising and PR sphere are revealed. It has been proven that professional training focused on the development of communication skills ensures effective preparation of future public relations specialists for professional communication. The prospects for further research may be related to the study of the impact of the digital educational environment of the university on the process of training future public relations specialists for professional activity.

Communication and Psychosocial Functioning in Children With Tourette Syndrome: Parent-Reported Measures.

Previous studies indicate that a subset of children with Tourette syndrome (TS) experiences communication difficulties; however, the specific characteristics of these challenges remain underexplored. This study aimed to (1) quantify the proportion of children with TS within a North American cohort exhibiting communication challenges as assessed by a standardized parent questionnaire, (2) determine how many children with parent-reported communication challenges had been diagnosed with a communication disorder, (3) examine the relationship between parent-reported co-occurring conditions and parent-reported communication skills, and (4) evaluate the association between parent-reported communication skills and parent-reported psychosocial functioning. Questionnaires were distributed to parents in North America through TS-focused social media groups and organizations (United States and Canada) and Canadian medical clinics specializing in TS care. Data collected included demographic information, information on tic severity and co-occurring conditions, parent-reported communication function using the Children's Communication Checklist, Second Edition (CCC-2), and psychosocial function using the Strengths and Difficulties Questionnaire (SDQ). The questionnaire was completed by 61 parents of children with TS. On the CCC-2, 62% of children obtained scores consistent with age-appropriate communication skills, while 38% obtained scores suggestive of communication challenges (> 1SD below the mean on general communication and/or social-pragmatic communication). Ten percent of children were reported to have a formal language disorder diagnosis. A significant correlation was observed between communication proficiency and psychosocial functioning: lower scores for general and social-pragmatic communication skills were associated with increased psychosocial difficulties (r=-0.44, p<0.001). Notably, the presence of specific co-occurring conditions did not predict general communication or social-pragmatic communication challenges. Speech-language pathologists (S-LPs) should anticipate that most children with TS will exhibit age-appropriate communication development; however, a substantial proportion will present with communication challenges in formal language and/or social communication. Medical practitioners are advised to promptly refer children for speech-language evaluation upon identifying potential communication challenges, particularly among those demonstrating heightened psychosocial difficulties. Comprehensive assessment by S-LPs should encompass both core language and social-communication dimensions. What is already known on this subject There is evidence that communication challenges are relatively common in children with TS; however, we have little information about what these challenges look like and what other factors relate to them. What this study adds This study demonstrated underdiagnosis of language and communication difficulties in TS, given the discrepancy between communication challenges suggested by CCC-2 results and the number of children who had previously received a communication diagnosis. Moreover, parent-reported challenges were observed for both social communication and general communication. This is the first study to report a correlation between psychosocial functioning and communication skills in children with TS. What are the clinical implications of this study? Children with TS should be referred for speech-language pathology services if challenges are indicated and attention should be placed on evaluating aspects of social-pragmatic language while promoting acceptance of social differences that are not interfering with functional communication.

Effect of situational simulation teaching combined with the AIDET framework on communication skills training for oncology residents

PurposeThis study aims to develop and implement a situational simulation teaching model based on the AIDET communication framework (SST-AIDET) for oncology residents and evaluate its effectiveness in enhancing communication skills.MethodsA total of 117 third-year postgraduate residents at Sun Yat-sen University Cancer Center (SYSUCC) were randomly assigned to either a control group (n = 63) receiving traditional teacher-centered instruction or an intervention group (n = 54) undergoing SST-AIDET training. The intervention included theoretical instruction, simulation-based teaching, and discussion sessions. Communication skills were assessed through an Objective Structured Clinical Examination (OSCE), using the SEGUE Framework, the Chinese Physician–Patient Communication Assessment Scale (CPPC-AS), and the Consultation and Relational Empathy (CARE) measure.ResultsThe intervention group achieved significantly higher median scores in the SEGUE Framework (22 vs. 18, P < 0.001), CPPC-AS (with superior task, performance, and total scores, all P < 0.001), and CARE measure (45 vs. 43, P < 0.001) compared to the control group. A greater proportion of residents in the intervention group attained “excellent” scores in SEGUE and CARE assessments.ConclusionsThe SST-AIDET teaching model significantly enhances communication skills among oncology residents and may improve standardized patient satisfaction, which is worth actively promoting in clinical teaching work.

The application of quality control circle in improving the accuracy of ICD coding on medical records

ObjectiveThis study aims to explore effective methods for reducing the International Classification of Diseases (ICD) coding error rate on the first page of inpatient cases using Quality Control Circle (QCC) management tools. The goal is to enhance the quality of data on the initial page of cases and elevate the competency of coders.MethodsA total of 4,613 medical case front pages from patients discharged between March 1, 2024, and March 31, 2024, were selected as the pre-QCC intervention group. Additionally, 4,489 inpatient case front pages from discharges occurring between July 1, 2024, and July 31, 2024, were designated as the post-QCC intervention group. The QCC team was established within the Department of Case Management, focusing on the theme: “Improving the Accuracy of ICD Coding on Medical Case Front Pages.” Guided by the Plan-Do-Check-Act (PDCA) cycle framework, the team implemented QCC activities following its ten-step methodology. Both tangible outcomes (e.g., coding error rates) and intangible outcomes (e.g., staff skill enhancement) were evaluated before and after the intervention.ResultsA follow-up examination of the coding on the first page of 4,489 inpatient cases discharged in July 2024 revealed a significant reduction in the overall error rate, from 7.02% before the intervention to 2.90% afterward (χ²=81.791, P < 0.001). Specifically, the error rate for primary diagnoses decreased from 1.86 to 0.65% (χ²=27.067, P < 0.001), other diagnoses from 2.88 to 1.54% (χ²=18.996, P < 0.001), surgical operations from 1.99 to 0.71% (χ²=27.804, P < 0.001), and pathologic diagnosis error rates dropped from 0.17 to 0% (P = 0.008). Additionally, the coding error rate for external causes of injury and poisoning fell from 0.11 to 0% (P = 0.033). The goal achievement rate reached 111.6%, with a progress rate of 58.68%. Among the intangible achievements, participants demonstrated notable improvements in problem-solving, communication, quality control methodologies, and innovation skills.ConclusionThe application of QCC tools not only significantly enhances the accuracy rate of ICD coding in inpatient medical records but also improves coders’ problem-solving capabilities and communication skills. Consequently, it facilitates continuous quality improvement in the coding of inpatient medical record front pages, thereby promoting sustained advancement in healthcare data management standards.

Exploring the Effective Strategies for Developing English Vocabulary Among University Students

Acquiring English vocabulary is essential for university students, particularly in areas like Sanghar, where people do not often communicate in English. Mastery of vocabulary has a direct impact on students' academic success, language competency, and communication skills in professional as well as academic life. There is a lack of quantitative research focusing on students in rural Pakistani institutions, even though techniques for vocabulary acquisition (VLS) have been extensively studied in both urban and global contexts. There is particularly limited knowledge available on how Sanghar students use and benefit from various VLS in organized academic contexts. This study aims to explore the effective strategies for developing the English vocabulary of University Students of Sanghar. A quantitative study design was used. In addition, a standardized questionnaire was provided to 200 students to collect information on the different kinds and amounts of strategies used. Social, Meta-cognitive, contextual, cognitive, and memory strategies were all studied. The quantitative data were evaluated using SPSS software version 25 to find patterns, quantify improvement, and assess approach efficacy among participants. The findings revealed that students used many kinds of strategies, with contextual and meta-cognitive strategies among the most successful. While students eventually transitioned to greater autonomy and contextualized methods, social and repetitious strategies remained popular in classrooms. The study highlights the significance of implementing vocabulary-learning strategies into instruction in the English language, and teachers have an important role in helping students select strategies that align with their preferred learning styles. The findings support the implementation of strategy-based teaching into the design of curriculum and encourage further Long-term and mixed-method studies to evaluate the persistent effect of vocabulary acquisition strategies on the acquisition of second languages.

The role of academic mentoring in empowering new-generation scientists for a sustainable future

In an era of unprecedented global challenges and declining public trust in scientific institutions (Tyson and Kennedy 2024), academic mentoring has become essential in preparing new generation scientists to navigate complex, interdisciplinary fields and effect meaningful societal change. By fostering collaboration across various disciplines and sectors, academic mentoring equips early-stage researchers to engage effectively with policymakers, industry leaders, and civil society. This collaborative approach is crucial for addressing pressing environmental and social issues, such as climate change and biodiversity loss. Effective mentoring not only enhances scientific expertise but also builds leadership, communication, and engagement skills, thereby bridging the gap between research and its societal impact (Taddicken and Krämer 2021). Mentorship is especially vital for women in science, as research suggests that women are often less likely to self-promote and take leadership roles, despite equal or superior qualifications compared to their male counterparts (Ertl et al. 2017). Women frequently face implicit biases, structural barriers, and a lack of role models, which can hinder their academic advancement (Shen 2013). Structured mentoring programs have been shown to improve confidence, networking, and career progression for women in STEM fields (Amon 2017, Lantz-Deaton et al. 2018). Furthermore, mentoring serves as a bridge between students and professors, fostering mutual understanding and effective communication. This is particularly important as many countries are experiencing a decline in higher education enrollment. For instance, recent data indicates a significant drop in college enrollment in the United States, with a 5% decrease in 18-year-old freshmen for the fall semester (Shapiro 2024). Factors contributing to this trend include not only the rising tuition costs and demographic shifts (Witkowski 2016), but also concerns about the value of a college degree and fear of study-related stress (survey by Collage Rover, January 2025). By implementing effective mentoring programs, universities can enhance student engagement and retention, addressing some of these challenges (Pleschová and McAlpine 2015). To address this issue, mentoring techniques should be taught to all academics who work with students. Universities should invest in mentoring hubs to strengthen the connection between students and faculty, thereby preparing well-rounded graduates for the professional world and their role as young adults entering society. A systematic review of mentoring in higher education highlights the positive impact of such programs on student career development, emphasizing the need for structured mentoring initiatives within academic institutions (Nabi et al. 2024). At the same time, concerns about the well-being of academics themselves are growing (Bamforth et al. 2024), citing reasons such as a performance-based culture, increasing pressure to generate research income, publish in prestigious journals, excessive workload, work intensification, and work-family conflict (Turner and Garvis 2023). Academic staff are reporting high levels of stress and burnout (Simons et al. 2019, Kinman and Johnson 2019), and university-level risk management has the opportunity to support academics in adopting well-being and coping behaviors (Bamforth et al. 2024). Therefore, universities' investments in multilayered mentoring appear urgently needed. Academic mentoring is currently undergoing a strong transformation, with social media emerging as a powerful tool for academic support, networking, and outreach. Platforms such as LinkedIn and ResearchGate, facilitate knowledge exchange and global collaborations, allowing early-career researchers to engage beyond traditional institutional boundaries (Ali et al. 2022, Deeken et al. 2020). Moreover, social media plays a crucial role in science education, making complex topics more accessible and engaging to the public. However, it also presents challenges, including misinformation, online harassment, and the risk of oversimplifying scientific discourse (Taddicken and Krämer 2021). Finally, science communication remains a cornerstone of public trust in science (Szabados 2019). The rise of misinformation and skepticism toward scientific institutions and science as such (West and Bergstrom 2021, Treen et al. 2020) underscores the urgency of equipping scientists with the skills to effectively communicate their findings. Mentoring can empower researchers to engage with the public, counter misinformation, and advocate for evidence-based policies. Effective science communication is not only essential for raising awareness on climate change but also for addressing the broader scientific credibility crisis (Lewandowsky 2021). As we navigate these pressing global issues, fostering a new generation of engaged, transdisciplinary scientists through mentoring is paramount for creating a resilient and sustainable future.

Predicting autism traits using Q-CHAT behavioral features: a machine learning approach

Abstract Autism Spectrum Disorder (ASD) is a complex neuropsychiatric developmental condition that significantly affects social interaction, communication, and learning skills. Early and precise diagnosis is essential for timely intervention but remains challenging due to the variability in symptoms and reliance on time consuming clinical assessments. This study proposes machine learning (ML) classifiers for autism trait screening using a toddler dataset with 19 attributes, emphasizing optimized feature selection and hyperparameter tuning. Feature selection techniques, including Chi-squared tests, ML based feature importance, and pairwise correlation analysis, identify key predictive features. Multiple subsets of features are systematically evaluated to optimize classifier performance. Notably, considering only the Q1–Q10 behavioural features resulted in a 41% reduction in features, enhancing classification performance while reducing computational complexity. The Logistic Regression and k-nearest neighbors (LR-KNN) ensemble achieved an accuracy of 99%, followed by the Artificial Neural Network (ANN) at 98%, Logistic Regression (LR) at 97%, and k-nearest neighbors (KNN) at 94%. Through a systematic analysis of feature selection, an optimal feature subset is identified that balances model complexity and predictive power. These findings highlight the role of feature selection in improving ML based screening, offering a scalable and cost effective approach for early detection and personalized intervention strategies. This approach not only streamlines the screening process but also facilitates the way for integrating ML techniques into clinical settings.

Enhancing Oral Communication Skills in English Through Edutainment: A Study on Tertiary-Level Students’ Engagement with Environmental Topics

The integration of edutainment in language learning has emerged as an effective strategy for enhancing students’ engagement and skill development. This study explores the impact of edutainment on tertiary-level students’ oral communication skills in English, particularly when discussing environmental issues. By incorporating interactive digital tools, role-playing activities, and multimedia resources, students are encouraged to practice speaking in a dynamic and immersive environment. The study examines how edutainment fosters confidence, fluency, and comprehension while simultaneously raising awareness about environmental damages. Through structured activities such as debates, storytelling, and virtual simulations, students engage with real-world environmental topics, enhancing both their language proficiency and critical thinking skills. Findings suggest that the use of edutainment significantly improves students’ motivation, participation, and ability to articulate ideas in English. This research highlights the potential of edutainment as a transformative educational tool, bridging the gap between language acquisition and environmental consciousness in higher education.

Systematic Literature Review: Perspectives of Employer’s on TVET Graduates’ Competencies

The role of Technical and Vocational Education and Training (TVET) in equipping individuals with the essential skills and knowledge for the workforce is essential. TVET graduates are expected to integrate both technical skills and soft skills that meet industry requirements. As labor markets continue to change, it is crucial to identify the competencies that employers value to ensure that TVET curricula are effectively aligned with industry demands. This review systematically analyze the competencies of TVET graduates from the perspective of employers, guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. A comprehensive search across SCOPUS and Web of Science databases, focusing on literature from 2016 to 2024, a period significantly influenced by Industry 4.0. The analysis identified 14 key competency domains, including communication skills, teamwork skills, critical thinking and problem solving. These competencies were further categorized into two primary skill sets: soft skills and technical skills. The discussion explores the implications of these findings for curriculum alignment and stakeholder engagement. This review provides critical insights that can guide the refinement of TVET programs to better meet the dynamic needs of the workforce.

The Impact of Perceived Physician Communication Skills on Revisit Intention: A Moderated Mediation Model

This study aims to evaluate the impact of perceived physician communication skills on patients’ revisit intention, focusing on the mediating role of two dimensions of trust and the moderating role of gender. While several studies on revisit intention examine the effect of service quality as a whole, this is one of the few that not only focuses solely on physician-patient communication but also examines both dimensions of trust and revisit intention with the same physician. A cross-sectional survey was employed via questionnaire distribution. A total of 265 valid responses were used for data analysis. The findings revealed that perceived physician communication skills impact trust and revisit intention. Emotional trust was seen to have a full mediating effect on the relationship. Gender had no moderating effect on the proposed relationship, which suggests that irrespective of gender, patients’ expectations and preferences for effective communication are similar. By cultivating a supportive and empathetic attitude, physicians can create a positive emotional environment that enhances patient trust and positive behavioral intentions

The HARMONY trial: assessing general practitioner knowledge, attitudes and confidence following culturally safe domestic violence and abuse training.

Background Domestic violence and abuse (DVA) impacts all communities, including migrant/refugee populations. Although general practitioners (GPs) are often a first point of contact for victim-survivors, most lack training in culturally safe responses to DVA. Methods We evaluated culturally safe DVA training (HARMONY), co-delivered by a GP educator and bilingual South Asian DVA advocate, to general practice clinics in Victoria, Australia. The program included clinical audits, case studies, simulated migrant/refugee patients and lived experience videos. Pre- and post-training surveys assessed practitioners' attitudes, understanding and confidence in responding to DVA. Results Twenty-three of 43 practitioners (53.5%) completed both surveys. Pre-training, 10 practitioners (43.5%) felt confident asking about violence when they thought it might be culturally accepted, and eight (34.8%) were confident locating support resources. Post-training, most practitioners (82.6%) reported increased confidence and communication skills. The training met learning needs for 19 of 23 (82.6%) participants, with 17 of 23 (73.9%) participants reporting greater understanding of cultural safety and South Asian patients' needs. Practitioners particularly valued the advocate educator's involvement, with 17 of 23 (73.9%) finding this 'quite useful' (n =4) or 'very useful' (n =13). Conclusion Although DVA training often improves knowledge and confidence, and may not change clinical behaviour or patient outcomes, embedding cultural safety in such training remains important in responding effectively to the specific needs of ethnically diverse patients and their families experiencing DVA. The HARMONY program demonstrates potential benefits of combining clinical expertise with cultural advocacy, although further research is needed to evaluate its impact on practice and patient care among other minoritised patient communities.