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Professional practice

Communication in healthcare

Clear communication is a clinical skill.

Clear does not mean abrupt. Kind does not mean vague. Good medical communication seeks both clarity and respect.

Why this matters

Most serious professional failures have a communication thread: a plan that was assumed, a concern that was not spoken, a family that left without understanding the safety-net.

What you should be able to do

  1. Listen actively and check what was understood — not only what was said.
  2. Explain diagnosis, uncertainty, investigation, treatment, risk and safety-netting in usable language.
  3. Use structured handover and escalate concerns.
  4. Work with professional interpreters where language requires it.
  5. Document clearly. Communicate disagreement without humiliation.

Practical tools

Active listening: let the other person finish; reflect back the meaning, not only the words.

Checking understanding / teach-back: ask the person to say in their own words what they will do next. That is a check, not a test of intelligence.

Structured handover: SBAR — Situation, Background, Assessment, Recommendation. End with a clear ask and a time. See /learn/sbar.

Difficult conversations: name the purpose, give the information, pause, ask what was heard, agree the next step.

Speaking up: state the observed fact, the concern, and the request. Cultural fluency still applies — adapt delivery, do not drop the concern. See /learn/cultural-fluency.

Written and digital communication: the record is also communication. No identifiers in Elaryvo. No informal channels for identifiable patient information.

Common pitfalls

Assuming silence is agreement.

Using idiom, acronyms or local slang with people who do not share them.

Being kind by being vague — the plan never becomes a plan.

Being clear by being abrupt — the other person stops contributing.

Using a family member as an interpreter for clinical consent.

Scenario

A plan that was never confirmed

After a ward round, two team members leave with different ideas of who will chase the result, and when to escalate.

  • What was I trying to communicate?
  • What did the other person actually understand?
  • What evidence do I have that understanding was shared?
  • Was anything left implicit that should have been made explicit?
  • How could I communicate this more clearly next time?

Questions for reflection

  1. What was I trying to communicate, and what was actually understood?
  2. What will I make explicit next time?

How can I evidence this?

Related capabilities: Communication and person-centred care.

Related assessments: Clinical Observation / Mini-CEX; MSF; Communication feedback.

Put this into practice

Source and further reading