research about communication skills

• - Google Chrome

Intended for healthcare professionals

• My email alerts
• BMA member login
• Username * Password * Forgot your log in details? Need to activate BMA Member Log In Log in via OpenAthens Log in via your institution

Search form

• Advanced search
• Search responses
• Search blogs
• Improving your...

Improving your communication skills

• Related content
• Peer review
• Matt Green , medical publishing director, BPP Learning Media, London ,
• Teresa Parrott , consultant psychiatrist, Pluscarden Clinic, Dr Gray’s Hospital, Morayshire, Scotland, UK ,
• Graham Crook , retired consultant general medical physician and chest physician, Spain
• mattgreen{at}bpp.com

The authors of the book Effective Communication Skills for Doctors , Teresa Parrott and Graham Crook , explore, together with Matt Green of the BPP University College’s School of Health, the art of clear communication in medicine and the steps that doctors can take to improve their communication with patients, family, and colleagues

A large and compelling evidence base in communication science shows that communication is vitally important to doctors and patients. However, this research also shows that changes are needed in the attitudes and skills that underlie the way doctors communicate. For this reason, training in communication skills has become an increasingly prominent part of undergraduate and postgraduate medical training.

It has been found that the communication skills of medical students who have not had this training actually get worse as they progress through medical school. So, whether you are a specialty trainee, foundation doctor, or medical student, it is never too soon to start fine tuning your skills. Doing this will give you a head start in enhancing your personal development and in progressing your professional career.

What is effective communication all about?

In these times of austerity measures and efficiency drives, we’re getting good at making the most of what we have—we are all mindful of delivering efficient services with scarce resources. However, we are not so good at making the most of what we are. In terms of communication, this means being able to give people the information they need in a clear and concise manner and with the right attitude. Good communication leads to more satisfying interaction with colleagues, helps you to manage your time better, and makes you a more effective team member and leader.

Learning to communicate effectively means making the most of every opportunity to interact with others: to be positive and encouraging to your team, to show empathy and concern to your patients, and to be able to deal with demands and difficult emotions. Having an understanding of what type of communicator you are and being able to identify the ways in which better communication can lead to better outcomes will help you to maximise your personal effectiveness in many different situations, giving you the advantage in interviews, assessments, and in the day to day workplace.

When do you need to start thinking about your communication skills?

At no stage in our careers should we stop developing and learning about communication. Research has shown that poor communication can contribute to burnout among consultants, dissatisfaction among patients, lack of compliance, and medicolegal problems. Improved communication skills could have a positive effect on all these.

Curriculum changes at medical school have led to a much earlier focus on the teaching and assessment of communication skills. Throughout your medical career, your interactions with others will be observed and measured through exams, supervision, workplace based assessments, and appraisals. In the foundation years you will be expected to develop generic communication skills as outlined in Good Medical Practice . In your e-portfolio you will reflect on your own performance. At specialty training interviews you will be asked to describe examples of when you have failed to communicate appropriately. At interview, your leadership skills, initiative, empathy, and team playing will be tested—how you motivate others, negotiate, and deal with conflict.

How does patient feedback influence your practice? How do you manage stress? These are questions about communication skills. Knowing some of the theories and research in the field will help you to become more confident in discussing the underlying issues. In this way, improving your communication skills raises the profile of other areas of your portfolio.

At all stages of your medical training there is an expectation that you can identify your weaknesses and discuss plans for improvement. The Medical Leadership Competency Framework, introduced in 2008, encourages self awareness—that is, knowing your own strengths and weaknesses. It entails realising the effect of your behaviour on others and the influence of your own emotions and prejudices on your judgments and behaviour. The aim of increasing self awareness is to be able to manage the impact of your emotions in your day to day practice—and to improve your relationships overall.

Top tips for effective communication

Use clear language: Avoid jargon and tailor your language to your patients’ understanding and information needs.

Be conscious of your non-verbal communication: It is important to maintain eye contact—reading notes or looking at the computer screen may convey negative messages.

Negotiate an agenda: Ask patients what they need from the consultation, and explain what can be covered. Few doctors explain the purpose of the consultation or the time available, and less than one quarter negotiate over treatment.

Establish a dialogue: Determine whether your patient agrees with the diagnosis and management plan. Patients who disagree with the diagnosis probably won’t adhere to the treatment.

Be flexible in your consultation style: Tailor your approach to the individual patient. A more directive style may be appropriate for patients who want less involvement in decision making. A supportive style—listening attentively and asking questions about psychosocial issues—helps facilitate the disclosure of sensitive information.

Provide the information that patients want: Doctors tend to talk too much about drug treatment, whereas patients want to know about causes and the likely diagnosis and prognosis. They want more openness about side effects and advice on how to relieve pain and emotional distress and what they can do for themselves. Providing this information helps their symptoms, reduces distress, improves physiological status, reduces hospital stay and use of analgesia, and improves quality of life.

Reflect on the outcomes of your interactions with others: Why do some doctors work well and others not so well? Communication difficulties are one of the main reasons that patients complain about doctors. The most common criticism is not about the doctors’ competence but that they have failed to listen or to offer sufficient explanation.

Apologise when mistakes occur: Apologising and expressing regret at the suffering experienced by a patient is not an admission of liability. Ineffective communication is the single largest factor behind litigation by patients. Good communication, including effective apology, can avert or help end conflict, especially litigation. It never does any harm to apologise—for yourself or on behalf of colleagues.

Empathise and listen: Your relationship with the patient is vitally important. It facilitates therapeutic space in which patients can express their concerns and receive support and advice. Empathy is the ability to understand what another person is experiencing and to communicate that understanding to the person. As the patient begins to relate his or her story, it is necessary to silence our own internal talk, including the diagnostic reasoning process, which can interfere with our ability to listen.

Mindful practice: This is your ability to observe not only the patient but your own performance during the consultation. Mindful doctors can easily be identified by patients and colleagues—they are present, attentive, curious, and unhindered by preconception.

Establish rapport: Recognition and explicit acknowledgment of the emotional content in your patient’s story is particularly important in establishing rapport. Doctors often respond to emotional cues by offering premature reassurance, explaining away distress as normal, attending to physical aspects only, switching the topic, or “jollying” patients along.

Final thoughts

Communication is important in all aspects of your training, and learning more about communication skills will help you perform better in exams, assessments, interviews, and appraisals—as well as in your day to day practice. Maximising your effectiveness in communication not only enhances your personal performance in many different spheres but also improves your relationships with patients and facilitates career progression.

Background references

Balint M. The doctor, his patient and the illness. Churchill Livingstone, 1957.

Charon R. Narrative medicine: a model for empathy, reflection, profession and trust. JAMA 2001;286:1897-902.

DiMatteo MR. Variations in patients’ adherence to medical recommendations: a quantitative review of 50 years of research. Med Care 2004;42:200-9.

Disiker R, Michiellute A. An analysis of empathy in medical students before and following clinical experience. J Med Educ 1981;56:1004-10.

Fallowfield LJ, Hall A, Maguire P, Baum M, A’Hern, RP. Psychological effects of being offered choice of surgery for breast cancer. BMJ 1994;309:448.

Fallowfield L, Jenkins V, Farewell V, Saul J, Duffy A, Eves R. Efficacy of a Cancer Research UK communication skills training model for oncologists: a randomised controlled trial. Lancet 2002;359:9307.

Frenkel DN, Liebman CB. Words that heal. Ann Intern Med 2004;140:482-3.

Haidet P, Paterniti DA. “Building” a history rather than “taking” one: a perspective on information sharing during the medical interview. Arch Intern Med 2003;163:1134-40.

Kaplan SK, Greenfield S, Gandek B, Rogers WH, Ware JE. Characteristics of physicians with participatory decision-making styles. Ann Intern Med 1996;124:497-504.

Kaplan SH, Greenfield S, Ware JE Jr. Impact of the doctor-patient relationship on the outcomes of chronic disease. In: Stewart M, Roter D (eds). Communicating with Medical Patients. Sage Publications, 1989:228-45.

Kindelan K, Kent G. Concordance between patients’ information preferences and general practitioners’ perceptions. Psychol Health 1987;1:399-409.

Kinnersely P, Edwards A, Hood K, Ryan R, Prout H, Cadbury N, et al. Interventions before consultations to help patients address their information needs by encouraging question asking: systematic review. BMJ 2008;337:a485.

Maguire P, Fairbairn S, Fletcher C. Consultation skills of young doctors: benefits of undergraduate feedback training in interviewing. In: Stewart M, Roter D (eds). Communicating with medical patients. Sage Publications, 1989:124-37.

Maguire P, Pitceathly C. Key communication skills and how to acquire them. BMJ 2002;325:697-700.

Matthews DA, Suchman AL, Branch WT Jr. Making “connexions”: enhancing the therapeutic potential of patient-clinician relationships. Ann Internal Med 1993;118:973-7.

Meryn S. Improving doctor patient communication. BMJ 1998;316:1922.

NHS Institute for Innovation and Improvement, Academy of Medical Royal Colleges. Medical leadership competency framework. 2008. www.institute.nhs.uk/assessment_tool/general/medical_leadership_competency_framework_-_homepage.html .

Roter DL, Hall JA, Kern DE, Barker LR, Cole KA, Roca RP. Improving physicians interviewing skills and reducing patients’ emotional distress: a randomized clinical trial. Arch Intern Med 1995;155:1877-84.

Royal College of Physicians. Improving communication between doctors and patients. RCP, 1997.

Stewart MA. Effective physician-patient communication and health outcomes: a review. CMAJ 1995;152:1423-33.

Stewart M, Brown JB, Boon H, Galajda J, Meredith L, Sangster M. Evidence on patient-doctor communication. Cancer Prev Control 1999;3:25-30.

Tomm K. Interventive interviewing: part III. Intending to ask lineal, circular, strategic, or reflexive questions? Fam Proc 1988;27:1-15.

Wissow LS, Roter DL, Wilson MEH. Pediatrician interview style and mothers’ disclosure of psychosocial issues. Pediatrics 1994;93:289-95.

Zoppi K, Epstein RM. Is communication a skill? Communication behaviors and being in relation. Family Med 2002;34:319-24.

Competing interests: TP and GC’s book Effective Communication Skills for Doctors is published by BPP Learning Media, whose medical publishing director is Matt Green ( mattgreen{at}bpp.com ).

• Browse All Articles
• Newsletter Sign-Up

Communication →

• 02 Jul 2024

Five Essential Elements to Build the Capital You Need to Lead

The path to leadership can seem unclear in competitive organizations. In the book The Treasure You Seek, Archie L. Jones offers a roadmap to help aspiring leaders discover their strengths, communicate effectively, and build meaningful connections.

• 22 May 2024

Banned or Not, TikTok Is a Force Companies Can’t Afford to Ignore

It may be tempting to write off TikTok, the highly scrutinized social media app whose cat clips and dance videos propelled it to the mainstream. However, business leaders could learn valuable lessons about engaging consumers from the world's most-used platform, says Shikhar Ghosh in a case study.

• 15 May 2024
• Research & Ideas

A Major Roadblock for Autonomous Cars: Motorists Believe They Drive Better

With all the advances in autonomous vehicle technology, why aren't self-driving cars chauffeuring more people around? Research by Julian De Freitas, Stuti Agarwal, and colleagues reveals a simple psychological barrier: Drivers are overconfident about their own abilities, so they resist handing over the wheel.

• 09 May 2024

Called Back to the Office? How You Benefit from Ideas You Didn't Know You Were Missing

As companies continue to weigh the benefits and drawbacks of remote work, a study of how knowledge flows among academic researchers by Karim Lakhani, Eamon Duede, and colleagues offers lessons for hybrid workplaces. Does in-person work provide more opportunities for innovation than people realize?

• 06 May 2024

The Critical Minutes After a Virtual Meeting That Can Build Up or Tear Down Teams

Weak communication and misunderstandings during virtual meetings can give way to resentment and rifts when the cameras turn off. Research by Leslie Perlow probes the nuances of digital communication. She offers advice for improving remote teamwork.

• 16 Feb 2024

Is Your Workplace Biased Against Introverts?

Extroverts are more likely to express their passion outwardly, giving them a leg up when it comes to raises and promotions, according to research by Jon Jachimowicz. Introverts are just as motivated and excited about their work, but show it differently. How can managers challenge their assumptions?

• 06 Nov 2023

Did You Hear What I Said? How to Listen Better

People who seem like they're paying attention often aren't—even when they're smiling and nodding toward the speaker. Research by Alison Wood Brooks, Hanne Collins, and colleagues reveals just how prone the mind is to wandering, and sheds light on ways to stay tuned in to the conversation.

• 31 Oct 2023

Checking Your Ethics: Would You Speak Up in These 3 Sticky Situations?

Would you complain about a client who verbally abuses their staff? Would you admit to cutting corners on your work? The answers aren't always clear, says David Fubini, who tackles tricky scenarios in a series of case studies and offers his advice from the field.

• 24 Jul 2023

Part-Time Employees Want More Hours. Can Companies Tap This ‘Hidden’ Talent Pool?

Businesses need more staff and employees need more work, so what's standing in the way? A report by Joseph Fuller and colleagues shows how algorithms and inflexibility prevent companies from accessing valuable talent in a long-term shortage.

• 23 Jun 2023

This Company Lets Employees Take Charge—Even with Life and Death Decisions

Dutch home health care organization Buurtzorg avoids middle management positions and instead empowers its nurses to care for patients as they see fit. Tatiana Sandino and Ethan Bernstein explore how removing organizational layers and allowing employees to make decisions can boost performance.

• 24 Jan 2023

Passion at Work Is a Good Thing—But Only If Bosses Know How to Manage It

Does showing passion mean doing whatever it takes to get the job done? Employees and managers often disagree, says research by Jon Jachimowicz. He offers four pieces of advice for leaders who yearn for more spirit and intensity at their companies.

• 10 Jan 2023

How to Live Happier in 2023: Diversify Your Social Circle

People need all kinds of relationships to thrive: partners, acquaintances, colleagues, and family. Research by Michael Norton and Alison Wood Brooks offers new reasons to pick up the phone and reconnect with that old friend from home.

• 15 Nov 2022

Why TikTok Is Beating YouTube for Eyeball Time (It’s Not Just the Dance Videos)

Quirky amateur video clips might draw people to TikTok, but its algorithm keeps them watching. John Deighton and Leora Kornfeld explore the factors that helped propel TikTok ahead of established social platforms, and where it might go next.

• 03 Nov 2022

Feeling Separation Anxiety at Your Startup? 5 Tips to Soothe These Growing Pains

As startups mature and introduce more managers, early employees may lose the easy closeness they once had with founders. However, with transparency and healthy boundaries, entrepreneurs can help employees weather this transition and build trust, says Julia Austin.

• 15 Sep 2022

Looking For a Job? Some LinkedIn Connections Matter More Than Others

Debating whether to connect on LinkedIn with that more senior executive you met at that conference? You should, says new research about professional networks by Iavor Bojinov and colleagues. That person just might help you land your next job.

• 08 Sep 2022

Gen Xers and Millennials, It’s Time To Lead. Are You Ready?

Generation X and Millennials—eagerly waiting to succeed Baby Boom leaders—have the opportunity to bring more collaboration and purpose to business. In the book True North: Emerging Leader Edition, Bill George offers advice for the next wave of CEOs.

• 05 Aug 2022

Why People Crave Feedback—and Why We’re Afraid to Give It

How am I doing? Research by Francesca Gino and colleagues shows just how badly employees want to know. Is it time for managers to get over their discomfort and get the conversation going at work?

• 23 Jun 2022

All Those Zoom Meetings May Boost Connection and Curb Loneliness

Zoom fatigue became a thing during the height of the pandemic, but research by Amit Goldenberg shows how virtual interactions can provide a salve for isolation. What does this mean for remote and hybrid workplaces?

• 13 Jun 2022

Extroverts, Your Colleagues Wish You Would Just Shut Up and Listen

Extroverts may be the life of the party, but at work, they're often viewed as phony and self-centered, says research by Julian Zlatev and colleagues. Here's how extroverts can show others that they're listening, without muting themselves.

• 24 May 2022

Career Advice for Minorities and Women: Sharing Your Identity Can Open Doors

Women and people of color tend to minimize their identities in professional situations, but highlighting who they are often forces others to check their own biases. Research by Edward Chang and colleagues.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• HHS Author Manuscripts

The Development of Scientific Communication Skills: A Qualitative Study of the Perceptions of Trainees and Their Mentors

Dr. carrie cameron.

Department of Epidemiology, and associate director, Cancer Prevention Research Training Program, University of Texas M.D. Anderson Cancer Center, Houston, Texas.

Ms. Candice L. Collie

Cancer Prevention Research Training Program, University of Texas M.D. Anderson Cancer Center, Houston, Texas.

Dr. Constance D. Baldwin

Department of Pediatrics, and co-director, Academic Pediatrics Fellowship Program, Golisano Children’s Hospital, University of Rochester Medical Center, Rochester, New York.

Dr. L. Kay Bartholomew

Center for Health Promotion and Prevention Research, and associate dean for academic affairs, University of Texas School of Public Health, Houston, Texas.

Dr. J. Lynn Palmer

American Statistical Association, Alexandria, Virginia.

Dr. Marilyn Greer

Office of Institutional Research, University of Texas M.D. Anderson Cancer Center, Houston, Texas.

Dr. Shine Chang

Department of Epidemiology, and director, Cancer Prevention Research Training Program, University of Texas M.D. Anderson Cancer Center, Houston, Texas.

Associated Data

Scientific communication, both written and oral, is the cornerstone of success in biomedical research, yet formal instruction is rarely provided. Trainees with little exposure to Standard Academic English may find developing scientific communication skills challenging. In this exploratory, hypothesis-generating qualitative study, the authors examined the process by which mentored junior researchers learn scientific communication skills, their feelings about the challenges, and their mentor’s role in the process.

In 2010, the authors conducted semi-structured focus groups and interviews to explore research trainees’ and faculty mentors’ perceptions and practices regarding scientific communication skills development, as part of the development phase of a larger quantitative study. The facilitator took detailed notes and verified their accuracy with participants during the sessions; a second member of the research team observed and verified the recorded notes. Three coders performed a thematic analysis, and the other authors reviewed it.

Forty-three trainees and 50 mentors participated. Trainees and mentors had diverging views on the role of mentoring in fostering communication skills development. Trainees expressed varying levels of self-confidence but considerable angst. Mentors felt that most trainees have low self-confidence. Trainees expressed interest in learning scientific communication skills, but mentors reported that some trainees were insufficiently motivated and seemed resistant to guidance. Both groups agreed that trainees found mentors’ feedback difficult to accept.

Conclusions

The degree of distress, dissatisfaction, and lack of mutual understanding between mentors and trainees was striking. These themes have important implications for best practices and resource development.

As doctoral students and postdoctoral fellows in the biomedical sciences progress through their academic careers, they are trained not only in research skills but also in the norms of their disciplines. 1 This model is in keeping with the apprenticeship style of teaching that dominates graduate basic science education--the required “curriculum” of skills and behaviors often is not explicit and is taught by role modeling rather that formal didactics. 2 Despite educators’ wide acceptance of the critical importance of written and oral communication skills for trainees to succeed in academic research 1 - 6 , formal education in this area is seldom a top priority for graduate programs, and organizing communication training is typically a major challenge for trainees and mentors * alike. Even when trainees begin producing publishable research, formal communication training is often not available to them.

As graduate students in the biomedical sciences begin to transition from the student model of education to the apprentice model of research training, entering a community of practice 7 , they typically develop dedicated relationships with their supervising principal investigator. In these relationships, the mentor, often the principal investigator, provides training unique to the discipline and research specialty and plays a major role in the trainee’s socialization in the discipline. The trainees’ responsibilities include beginning to produce formal professional-level oral and written products acceptable to the community and to develop the capacity to participate in the informal professional discourse of the community. Eager to enter the discipline, trainees seek to emulate the particular styles and conventions modeled by their research mentors. 1 , 8 - 11 During this process, research mentors help trainees develop oral and written communication skills ad hoc, often with little experience in language education and few resources. Not all mentors however view this job as part of their responsibilities as mentors. 1 , 12

For the growing number of mentors and trainees for whom English is not their primary language, these issues regarding oral and written communication skills are more complex. These trainees do not always recognize that their writing abilities need improvement 13 , and they may find that developing their English skills is overwhelming as they work to bridge the gaps between their grammar, vocabulary, syntax, and rhetorical styles and those of formal scientific English. 6 , 14 - 16 Mentors who are themselves non-native English speakers in turn can find the responsibility of instructing their trainees in spoken and written English especially challenging. Because of the important role that mentors play in trainees’ development 1 , knowing more about how mentors and trainees navigate both this process of teaching and learning scientific communication skills and trainees’ entrance into communities of practice can help us to create the most useful and practical methods and resources to support this critical learning.

Some innovative scientific communication programs already exist. For example, Cargill and O’Connor 17 created writing courses that are delivered through the Chinese Academy of Sciences, which pair a science content expert with a writing expert to teach English-language research writing skills. Also, the Dissertation House program at the University of Maryland, Baltimore County ( http://my.umbc.edu/groups/dh ) and other similar programs, as well as less formal writing groups, provide social and content-area support to graduate students struggling with writer’s block and writing-related procrastination and time management obstacles. The Writing and Publishing Scientific Articles workshop at M.D. Anderson Cancer Center (MDACC) 5 , which is taught by scientific editors, provides interactive and in-depth instruction in the format and content of research articles, while the Scientific English program, also at MDACC 4 , accelerates non-native English speaking trainees’ acquisition of spoken and written English.

In addition to such programs, textbooks and instruction manuals on scientific writing 15 - 16 , 18 - 21 are readily available. While undeniably valuable, these resources do not fully address the developmental needs of trainees. Skillful scientific writing requires not only a full command of the scientific content but also interpretive and critical thinking skills, organizational skills, and the mastery of paraphrase and summary, grammar, and diction. Furthermore, trainees must apply culture-specific rhetorical conventions that underpin both English-language and discipline-specific academic discourse--the secret handshake that is easy when you know it but mysterious and opaque when you do not. 8 , 14 , 15 , 22 , 23 Learning these skills is a gradual process, with continuous practice accompanied by specific, constructive feedback. 1 , 2 , 11 , 24 - 26 In addition to working hard to master technical writing skills, many trainees (and some of their mentors) also struggle with affective challenges, such as writer’s block and perfection paralysis. 27 - 28

Not only do trainees have to master such written communication skills, but they also must develop oral communication skills, including those for both planned presentations (journal clubs, conference presentations) and spontaneous speech (lab discussions, professional networking). Both types of professional oral communication require standardized academic styles of pronunciation and grammar, specialized vocabulary and phrasing, and culturally appropriate scientific arguments. 15 , 23 , 29 For trainees with limited or no exposure to Standard Academic English in their formative years, acquiring these skills may be exceptionally challenging and accompanied by anxiety, discouragement, shame, and possibly apprehension about discrimination. 30 Speech characteristics (such as accent, grammar, dialect) are powerful markers of identity and belonging, and differences in speech are often interpreted as markers of the speaker’s diminished credibility. 30 - 40 Regardless of trainees’ linguistic background or acquired repertoire, however, their oral communication skills are limited by affective barriers, such as public speaking anxiety and shyness. 41 - 45 Anxiety about public speaking can be particularly debilitating for non-native English speaking trainees and may ultimately inhibit their academic performance 46 and goal achievement. 47

While a few studies describe the difficulties that mentors and mentees face in teaching and learning oral and written scientific communication skills 1 , 12 , 47 , we are unaware of any that report on systematic investigations into the dynamics of mentor-mentee interaction, including either the perspectives of both mentors and trainees or all forms of scientific communication. Neither are we aware of any programs that purposefully assist both trainees and their mentors in learning and teaching scientific communication skills. Courses, writing groups, workshops, and textbooks are undoubtedly useful, but given that mentor feedback is the dominant means by which trainees acquire scientific communication skills 1 , we must pay more attention to how trainees and mentors imagine, experience, and construct this process. This knowledge will help us to find ways to benefit both trainees and mentors as they work together.

In this exploratory, hypothesis-generating qualitative study, we examined how mentored junior researchers acquire scientific communication skills and what role mentoring plays in the process. We conducted focus groups and interviews with mentors and trainees at an academic health science institution with the goal of eliciting themes and constructs related to how mentors and trainees perceive trainees’ development of writing skills, oral presentation skills, and skills in spontaneous conversation, as well as the role that mentors play in this process.

Study design

From June through August 2010, we conducted one hour focus groups with a purposive sample of postdoctoral fellows and doctoral students as well as faculty who serve as research mentors at MDACC. We stratified groups by gender and language status (L1, English is the primary language or L2, English is not the primary language). We asked participants to self-identify their language status, based on the language with which they were most comfortable. Questions differed for trainees and mentors. After an extensive review of the literature on mentoring, scientific communication skills development, and sociolinguistics, an interdisciplinary team of investigators worked together to develop the focus group scripts. The team included specialists in scientific mentoring skills development; issues of race, ethnicity, and gender in scientific mentoring; sociolinguistics; scientific communication skills; qualitative research and focus group methodology; psychometrics; and statistics. We designed and conducted the focus groups according to methods described by Krueger. 48 An experienced interviewer (MG) participated in the script development and facilitated the focus groups using a semi-structured format. See Supplemental Digital Appendix 1 [LWW INSERT LINK] for the complete focus group scripts.

Procedures and participant recruitment

At MDACC, an average of 1,115 trainees are assigned to 550 faculty mentors in recent years. Among those trainees, approximately 9% are members of underrepresented minority (URM) groups and 70% are visa holders. Among those mentors, approximately 6% are members of URM groups (data on international origins were unavailable).

We solicited participants through email invitations sent by the MDACC Office of Institutional Research to distribution lists of trainees and faculty in the basic biomedical, population, behavioral, and quantitative sciences. The email invitations stated the eligibility criteria for participants. Trainees were required to be either doctoral students or postdoctoral fellows working with supervising research mentors; some were members of structured training programs and others were not. Faculty were required to have mentored doctoral students or postdoctoral fellows. All respondents who accepted the invitation were included in one focus group or, for those with time conflicts, scheduled for an interview. The MDACC institutional review board approved our study, and all participants provided written informed consent. Each participant received a $10 gift card to an MDACC dining facility, and, at each focus group, lunch was served.

A licensed clinical social worker from the MDACC Employee Assistance Program was present during all trainee focus groups in the event that participants appeared distressed or requested a personal discussion after the focus group. Although, we did not receive any such requests. The expert facilitator (MG) recorded all participants’ answers and comments on flip charts and transcribed the focus group session and interview notes. The research team anticipated that participants would express significant concerns regarding mentor/trainee confidentiality; therefore, to maximize participation, we did not audiotape the sessions. To ensure accuracy of the transcribed session notes, the facilitator consistently verified the chart notes with the participants during the sessions. In addition, the social worker verified the accuracy of the facilitator’s note-taking during and after the sessions. The facilitator and social worker later recorded their impressions of the tone and dynamics of the focus groups in separate documents as supplementary information , although we did not use their impressions in our analysis or theme generation. We used a similar verification process for the interviews. Two members of the research team (CC, CLC) were present for each interview, and the interviewer (CC) conducted continuous verification with the interviewee.

Because trainees are required to demonstrate proficiency in English by passing the Test of English as a Foreign Language (TOEFL) before they are accepted to MDACC, we did not use translators during the focus groups. We gave each participant a written copy of the focus group questions to prevent any misunderstanding of the questions, and the facilitator and social worker closely monitored participants’ comprehension. Participants’ responses indicated adequate comprehension.

Three members of the research team (SC, CC, CLC) separately read and re-read the focus group notes and interview transcripts. They hand-coded the participants’ contributions and categorized them into common themes; they did not create any categories in advance. All three researchers recorded emerging themes and discussed them together. Using the constant comparative method, they iteratively discussed, compared, and refined the codes, categories, and themes until they reached a consensus. 49 The focus group facilitator and social worker did not participate in this coding and categorizing process. Three other members of the research team (MG, CDB) (including the focus group facilitator and social worker) then reviewed the codes, categories, and themes. Finally, two randomly chosen participants from the trainee focus groups conducted member checking of the themes and quotes and confirmed the themes. Faculty focus group participants were not available for member checking.

We conducted 8 trainee focus groups total, 2 focus groups for each of 4 trainee groupings, stratified by language status and gender (L1 women, L1 men, L2 women, L2 men), and 6 trainees each participated in a 30-minute telephone interview (n = 43; 27 women, 16 men; 10 URM). We also conducted 10 faculty mentor focus groups total, 4 focus groups for each of L1 women and L1 men, and 1 each of L2 women and L2 men, and 16 mentors completed a 30-50 minute telephone interview each (n = 50; 22 women, 28 men; 2 URM) (see Table 1 for complete data).

Characteristics of Participants by Language Status, Race/Ethnicity, and Gender in a Qualitative Study of Trainees and Their Mentors Regarding the Development of Scientific Communication Skills, 2010

Salient themes in both trainee and mentor focus groups included perceptions of (1) trainees’ self-confidence in developing writing, presentation, and conversation skills, and mentors’ self-confidence in helping trainees acquire these skills; (2) trainees’ interest in developing scientific communication skills; (3) degree of mentors’ involvement in teaching scientific communication skills; and (4) trainees’ response to mentors’ feedback about their writing and speaking skills. The mentor focus groups raised 3 additional themes: (1) self-confidence in teaching scientific communication skills; (2) perceptions of trainees’ writing and speaking skills; and (3) perceptions of trainees’ attitudes as a barrier to teaching these skills. Themes were consistent across the focus groups and interviews, although the latter provided greater detail. See Table 2 for a summary of the themes and for supporting quotations.

Themes and Representative Quotations from a Qualitative Study of Trainees and Their Mentors Regarding the Development of Scientific Communication Skills, 2010 *

From these data, some trends emerged. L1 female trainees, for example, expressed low self-confidence relative to L1 male trainees and L2 female trainees. Although we did not use these observations in our analysis, the facilitator and social worker both reported observing L1 female trainees expressing a startling degree of insecurity, as revealed by their body language, tone of voice, and words. L2 male trainees almost uniformly expressed low self-confidence as well as sensitivity to the audience’s background when communicating through spoken English. L1 male trainees expressed the highest levels of self-confidence in both their writing and speaking skills. Mentors’ comments about trainees did not vary substantially by mentor gender or language status. Mentors consistently expressed frustration with trainees and with their limitations in helping trainees.

Our results indicate that trainees’ development of scientific communication skills is a stressful and difficult process both for trainees and for their mentors. A wide divide separates mentors’ and trainees’ understanding of the process, the issues, and their experiences with each other.

We found that perceptions varied considerably about who is responsible for ensuring that trainees develop scientific communication skills. Trainees expressed awareness of the importance of learning these skills (they knew their mentors expected it), but they felt that their mentors did not always sufficiently help them develop these skills and that some even failed to provide social and/or emotional support during the process. Although some trainees described feeling comfortable with their scientific communication skills, many reported low levels of self-confidence. Mentors, on the other hand, expressed the view that their trainees were not sufficiently aware of the crucial importance of scientific communication skills, sometimes had poor attitudes or were reluctant to seek resources, and demonstrated poor communication skills, even late in training. Mentors also talked about the difficulty of working with trainees in this area and the effort it required, and they seemed to agree that their concerns applied to L1 trainees as well as to L2 trainees (in some cases, especially to L1 trainees). Although some mentors felt confident leading their trainees in developing their skills, many, especially L2 men, described a lack of confidence in their ability to teach trainees.

Others have reported findings similar to ours regarding L2 trainees’ needs and the burden placed on both trainees and mentors. 1 , 13 Kranov’s study of the development of scientific writing skills in L2 graduate students, using the Delphi method, is particularly detailed. 12 This study described trainees as facing an “exceedingly complex cognitive and social challenge” and faculty as facing “tremendously complex and challenging” barriers. Our study confirms these findings and further demonstrates that such issues are not limited to L2 students and their L1 mentors. Notably, mentors in our study emphasized that L1 trainees struggle with written communication skills just as L2 trainees do.

Our study also confirms many of the themes from the qualitative study by Aitchison and colleagues 1 who studied doctoral students, their mentors, and the development of scientific writing skills at a health sciences institution in Australia. The frustrations of mentors, the distress of trainees, the friction in giving and receiving feedback, and the lack of a common perspective between the two groups in our study were remarkably similar to the findings of the Australian study. Our participants even expressed similar sentiments (mentors: “it’s not my job”; “I’m not an English lecturer”; “it’s nothing personal”; “student[s] spoke of receiving demoralizing, unhelpful, and crushing feedback”). However, another study, which identified specific difficulties and sources of encouragement among medical, nursing, and physical therapy students following a randomized writing intervention, elicited somewhat different themes. 9 The researchers reported barriers to initiating or structuring writing (notably, the “subjective and objective cognitive burden” of grappling simultaneously with content and structure), as well as helpful learning strategies, such as group support/mentoring, and backward design of manuscripts. Participants in this study expressed a preference for having a mentor’s guidance in their writing, but did not describe the nature of the relationship (whether formal or informal, research or writing mentoring).

Substantially less attention in the literature is paid to the development of oral communication skills, whether rehearsed or spontaneous. To our knowledge, no studies have been conducted on science trainees’ oral communication skills development and mentoring. Yet, a sizeable literature exists on public speaking anxiety in secondary education and its negative effects on morale, performance, and achievement, especially with respect to L2 students. 41 - 47 , 50 While presentation and conversation skills may be somewhat less overtly connected than writing skills with trainees’ academic and career success, they are nonetheless powerful covert influences on trainees’ relationships with colleagues and senior scientists who may affect their careers. When and how often trainees speak up in meetings, approach new people at conferences, handle presentations and the questions that follow, and describe their professional goals, have as much to do with others’ judgments of their credibility as do their grammar, vocabulary, and accent in these settings. The interconnectedness of writing and speaking skills 51 and their association with the development of critical thinking skills 2 provides additional support for understanding and promoting their development in trainees. To our knowledge, our study is the first to investigate both spontaneous and rehearsed oral communication skills as well as scientific writing development processes for both L1 and L2 mentors and trainees.

Our study has a number of limitations. First, selection bias--we recognize that those who chose to participate in our study may not be representative of all trainees at MDACC or trainees in general at other institutions. Focus groups may have included trainees and mentors with special and personal concerns about the topic. In addition, because we did not audiotape the focus groups and interviews, we have not reported verbatim comments; however, the statements we reported in Table 2 were carefully verified by the facilitator and the social worker with participants. Finally, stratification of participants, by English-language skills and race/ethnicity, would have been desirable had the study population been large enough to accommodate this design strategy.

Our qualitative study elicited trainees’ and mentors’ perceptions about the role of the mentoring relationship in addressing the development of scientific communication skills. It also laid important groundwork for a comprehensive investigation of these issues. The degree of distress and dissatisfaction among both mentors and trainees and the disconnect between each group’s understanding of the other’s perspective was striking. Clearly, we need solutions that are practical and realistic, given the constraints on the time, energy, and resources of trainees and mentors alike, and that also align with trainees’ affective needs.

Designing and implementing such solutions will require considerable creativity. An accurate understanding of the problem from the perspectives of all parties is a necessary prerequisite to accomplishing this goal. To study these themes in detail with a larger population, we intend to compare the themes across trainee and mentor race/ethnicity, gender, education, and L1 and L2 language status. We also plan to address the potential role of L1 non-standard dialects and exposure to Standard Academic English. Once we have established the perceptions and self-identified needs of both mentors and trainees, and have analyzed the dynamics of the mentoring relationship, we can begin to design targeted interventions and resources that address those needs, with the ultimate goal of increasing the self-confidence and career success of junior researchers, as well as the satisfaction and effectiveness of their mentors.

Supplementary Material

Acknowledgements.

The authors wish to acknowledge Angela Byars-Winston, Christine Pfund, Lori Bakken, and Walter Pagel for providing valuable expertise in study design; Angela Passaretti for assisting with the focus groups; Cheryl Anderson for assisting with the data analysis and manuscript revision processes; and Ellen Brackenridge for reviewing the original manuscript.

Funding/Support : This study was supported by the National Institute of General Medical Sciences (R01 GM085600-01A1). The content is solely the responsibility of the authors and does not necessarily reflect the views of the funding agency.

Other disclosures : None.

Ethical approval : The protocol for this study (#2009-0405) was approved by the University of Texas M.D. Anderson Cancer Center institutional review board on September 17, 2009.

Previous presentations : Some parts of this report were presented at the American Association for Cancer Education Annual Meeting, on September 29, 2012, in Ann Arbor, Michigan, and at the 5th Annual Conference on Understanding Interventions that Broaden Participation in Research Careers, on May 11, 2012, in Baltimore, Maryland.

Supplemental digital content for this article is available at [LWW INSERT LINK].

* We used the term mentor to refer to the formal supervisor of a trainee’s research, whether a dissertation chair for a doctoral student or the principal investigator for a postdoctoral fellow. While additional, informal mentors are often available to trainees, our study focused on the dynamics of formal mentoring relationships.

This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

Contributor Information

Dr. Carrie Cameron, Department of Epidemiology, and associate director, Cancer Prevention Research Training Program, University of Texas M.D. Anderson Cancer Center, Houston, Texas.

Ms. Candice L. Collie, Cancer Prevention Research Training Program, University of Texas M.D. Anderson Cancer Center, Houston, Texas.

Dr. Constance D. Baldwin, Department of Pediatrics, and co-director, Academic Pediatrics Fellowship Program, Golisano Children’s Hospital, University of Rochester Medical Center, Rochester, New York.

Dr. L. Kay Bartholomew, Center for Health Promotion and Prevention Research, and associate dean for academic affairs, University of Texas School of Public Health, Houston, Texas.

Dr. J. Lynn Palmer, American Statistical Association, Alexandria, Virginia.

Dr. Marilyn Greer, Office of Institutional Research, University of Texas M.D. Anderson Cancer Center, Houston, Texas.

Dr. Shine Chang, Department of Epidemiology, and director, Cancer Prevention Research Training Program, University of Texas M.D. Anderson Cancer Center, Houston, Texas.

8 Ways You Can Improve Your Communication Skills

Your guide to establishing better communication habits for success in the workplace.

Mary Sharp Emerson

A leader’s ability to communicate clearly and effectively with employees, within teams, and across the organization is one of the foundations of a successful business.

And in today’s complex and quickly evolving business environment, with hundreds of different communication tools, fully or partially remote teams, and even multicultural teams spanning multiple time zones, effective communication has never been more important — or more challenging.

Thus, the ability to communicate might be a manager’s most critical skill. 

The good news is that these skills can be learned and even mastered. 

These eight tips can help you maximize your communication skills for the success of your organization and your career.

1. Be clear and concise

Communication is primarily about word choice. And when it comes to word choice, less is more.

The key to powerful and persuasive communication — whether written or spoken — is clarity and, when possible, brevity. 

Before engaging in any form of communication, define your goals and your audience. 

Outlining carefully and explicitly what you want to convey and why will help ensure that you include all necessary information. It will also help you eliminate irrelevant details. 

Avoid unnecessary words and overly flowery language, which can distract from your message.

And while repetition may be necessary in some cases, be sure to use it carefully and sparingly. Repeating your message can ensure that your audience receives it, but too much repetition can cause them to tune you out entirely. 

2. Prepare ahead of time

Know what you are going to say and how you are going to say before you begin any type of communication.

However, being prepared means more than just practicing a presentation. 

Preparation also involves thinking about the entirety of the communication, from start to finish. Research the information you may need to support your message. Consider how you will respond to questions and criticisms. Try to anticipate the unexpected.

Before a performance review, for instance, prepare a list of concrete examples of your employee’s behavior to support your evaluation.

Before engaging in a salary or promotion negotiation, know exactly what you want. Be ready to discuss ranges and potential compromises; know what you are willing to accept and what you aren’t. And have on hand specific details to support your case, such as relevant salaries for your position and your location (but be sure that your research is based on publicly available information, not company gossip or anecdotal evidence). 

Before entering into any conversation, brainstorm potential questions, requests for additional information or clarification, and disagreements so you are ready to address them calmly and clearly.

3. Be mindful of nonverbal communication

Our facial expressions, gestures, and body language can, and often do, say more than our words. 

Nonverbal cues can have between 65 and 93 percent more impact than the spoken word. And we are more likely to believe the nonverbal signals over spoken words if the two are in disagreement. 

Leaders must be especially adept at reading nonverbal cues. 

Employees who may be unwilling to voice disagreements or concerns, for instance, may show their discomfort through crossed arms or an unwillingness to make eye contact. If you are aware of others’ body language, you may be able to adjust your communication tactics appropriately.

At the same time, leaders must also be able to control their own nonverbal communications. 

Your nonverbal cues must, at all times, support your message. At best, conflicting verbal and nonverbal communication can cause confusion. At worst, it can undermine your message and your team’s confidence in you, your organization, and even in themselves. 

4. Watch your tone

How you say something can be just as important as what you say. As with other nonverbal cues, your tone can add power and emphasis to your message, or it can undermine it entirely.

Tone can be an especially important factor in workplace disagreements and conflict. A well-chosen word with a positive connotation creates good will and trust. A poorly chosen word with unclear or negative connotations can quickly lead to misunderstanding. 

When speaking, tone includes volume, projection, and intonation as well as word choice. In real time, it can be challenging to control tone to ensure that it matches your intent. But being mindful of your tone will enable you to alter it appropriately if a communication seems to be going in the wrong direction.

Tone can be easier to control when writing. Be sure to read your communication once, even twice, while thinking about tone as well as message. You may even want to read it out loud or ask a trusted colleague to read it over, if doing so does not breach confidentiality. 

And when engaging in a heated dialogue over email or other written medium, don’t be too hasty in your replies. 

If at all possible, write out your response but then wait for a day or two to send it. In many cases, re-reading your message after your emotions have cooled allows you to moderate your tone in a way that is less likely to escalate the conflict.

Browse our Communication programs.

5. Practice active listening

Communication nearly always involves two or more individuals.

Therefore, listening is just as important as speaking when it comes to communicating successfully. But listening can be more challenging than we realize. 

In her blog post Mastering the Basics of Communication , communication expert Marjorie North notes that we only hear about half of what the other person says during any given conversation. 

The goal of active listening is to ensure that you hear not just the words the person is saying, but the entire message. Some tips for active listening include:

• Giving the speaker your full and undivided attention
• Clearing your mind of distractions, judgements, and counter-arguments. 
• Avoiding the temptation to interrupt with your own thoughts.
• Showing open, positive body language to keep your mind focused and to show the speaker that you are really listening
• Rephrase or paraphrase what you’ve heard when making your reply
• Ask open ended questions designed to elicit additional information

6. Build your emotional intelligence

Communication is built upon a foundation of emotional intelligence. Simply put, you cannot communicate effectively with others until you can assess and understand your own feelings. 

“If you’re aware of your own emotions and the behaviors they trigger, you can begin to manage these emotions and behaviors,” says Margaret Andrews in her post, How to Improve Your Emotional Intelligence .

Leaders with a high level of emotional intelligence will naturally find it easier to engage in active listening, maintain appropriate tone, and use positive body language, for example.  

Understanding and managing your own emotions is only part of emotional intelligence. The other part — equally important for effective communication — is empathy for others.

Empathizing with an employee can, for example, make a difficult conversation easier. 

You may still have to deliver bad news, but (actively) listening to their perspective and showing that you understand their feelings can go a long way toward smoothing hurt feelings or avoiding misunderstandings.

7. Develop a workplace communication strategy

Today’s workplace is a constant flow of information across a wide variety of formats. Every single communication must be understood in the context of that larger flow of information.

Even the most effective communicator may find it difficult to get their message across without a workplace communication strategy.

A communication strategy is the framework within which your business conveys and receives information. It can — and should — outline how and what you communicate to customers and clients, stakeholders, and managers and employees. 

Starting most broadly, your strategy should incorporate who gets what message and when. This ensures that everyone receives the correct information at the right time. 

It can be as detailed as how you communicate, including defining the type of tools you use for which information. For example, you may define when it’s appropriate to use a group chat for the entire team or organization or when a meeting should have been summarized in an email instead. 

Creating basic guidelines like this can streamline the flow of information. It will help ensure that everyone gets the details they need and that important knowledge isn’t overwhelmed by extraneous minutia. 

8. Create a positive organizational culture

The corporate culture in which you are communicating also plays a vital role in effective communication. 

In a positive work environment — one founded on transparency, trust, empathy, and open dialogue — communication in general will be easier and more effective. 

Employees will be more receptive to hearing their manager’s message if they trust that manager. And managers will find it easier to create buy-in and even offer constructive criticism if they encourage their employees to speak up, offer suggestions, and even offer constructive criticisms of their own. 

“The most dangerous organization is a silent one,” says Lorne Rubis in a blog post, Six Tips for Building a Better Workplace Culture . Communication, in both directions, can only be effective in a culture that is built on trust and a foundation of psychological safety.

Authoritative managers who refuse to share information, aren’t open to suggestions, and refuse to admit mistakes and accept criticism are likely to find their suggestions and criticisms met with defensiveness or even ignored altogether. 

Without that foundation of trust and transparency, even the smallest communication can be misconstrued and lead to misunderstandings and unnecessary conflict.

Communicating with co-workers and employees is always going to present challenges. There will always be misunderstandings and miscommunications that must be resolved and unfortunately, corporate messages aren’t always what we want to hear, especially during difficult times.

But building and mastering effective communication skills will make your job easier as a leader, even during difficult conversations. Taking the time to build these skills will certainly be time well-spent. 

Want to build your skills? Find the program that’s right for you.

Browse all Professional & Executive Development programs.

About the Author

Digital Content Producer

Emerson is a Digital Content Producer at Harvard DCE. She is a graduate of Brandeis University and Yale University and started her career as an international affairs analyst. She is an avid triathlete and has completed three Ironman triathlons, as well as the Boston Marathon.

Harvard Professional Development Participant Success Stories

Read about how these skilled professionals used the knowledge and skills they learned in a Harvard PDP to further their career development.

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

Body Language and Nonverbal Communication

Improving emotional intelligence (eq), conflict resolution skills, anger management: help for anger issues, managing conflict with humor.

• The 5 Love Languages and Their Influence on Relationships
• Gaslighting: Turning Off the Gas on Your Gaslighter
• Online Therapy: Is it Right for You?
• Mental Health
• Health & Wellness
• Children & Family
• Relationships

Are you or someone you know in crisis?

• Bipolar Disorder
• Eating Disorders
• Grief & Loss
• Personality Disorders
• PTSD & Trauma
• Schizophrenia
• Therapy & Medication
• Exercise & Fitness
• Healthy Eating
• Well-being & Happiness
• Weight Loss
• Work & Career
• Illness & Disability
• Heart Health
• Learning Disabilities
• Family Caregiving
• Teen Issues
• Communication
• Emotional Intelligence
• Love & Friendship
• Domestic Abuse
• Healthy Aging
• Alzheimer’s Disease & Dementia
• End of Life
• Meet Our Team

What is effective communication?

Tips for improving your communication skills.

• Tip 1: Understand the barriers to effective communication

Tip 2: Become an engaged listener

Tip 3: pay attention to nonverbal signals, tip 4: keep stress in check, tip 5: assert yourself, effective communication improving your interpersonal skills.

Want better communication skills? These tips will help you avoid misunderstandings, grasp the real meaning of what’s being communicated, and greatly improve your work and personal relationships.

Effective communication is about more than just exchanging information. It’s about understanding the emotion and intentions behind the information. As well as being able to clearly convey a message, you need to also listen in a way that gains the full meaning of what’s being said and makes the other person feel heard and understood.

Effective communication sounds like it should be instinctive. But all too often, when we try to communicate with others something goes astray. We say one thing, the other person hears something else, and misunderstandings, frustration, and conflicts ensue. This can cause problems in your home, school, and work relationships.

But by learning effective communication skills, you can deepen your connections to others, build greater trust and respect, and improve teamwork, problem solving, and your overall social and emotional health

Whether you’re trying to improve communication with your romantic partner, kids, boss, or coworkers, learning the following communication skills can help strengthen your interpersonal relationships.

Tip 1: Understand what’s stopping you from communicating well

Common barriers to effective communication include:

Stress and out-of-control emotion.  When you’re stressed or emotionally overwhelmed, you’re more likely to misread other people, send confusing or off-putting nonverbal signals, and lapse into unhealthy knee-jerk patterns of behavior. To avoid conflict and misunderstandings, you can learn how to quickly calm down before continuing a conversation.

Lack of focus.  You can’t communicate effectively when you’re multitasking. If you’re checking your phone , planning what you’re going to say next, or daydreaming, you’re almost certain to miss nonverbal cues in the conversation. To communicate effectively, you need to avoid distractions and stay focused.

Inconsistent body language.  Nonverbal communication should reinforce what is being said, not contradict it. If you say one thing, but your body language says something else, your listener will likely feel that you’re being dishonest. For example, you can’t say “yes” while shaking your head no.

[Read: Nonverbal Communication and Body Language]

Negative body language.  If you disagree with or dislike what’s being said, you might use negative body language to rebuff the other person’s message, such as crossing your arms, avoiding eye contact, or tapping your feet. You don’t have to agree with, or even like what’s being said, but to communicate effectively and not put the other person on the defensive, it’s important to avoid sending negative signals.

When communicating with others, we often focus on what we should say. However, effective communication is less about talking and more about listening. Listening well means not just understanding the words or the information being communicated, but also understanding the emotions the speaker is trying to convey.

There’s a big difference between engaged listening and simply hearing. When you really listen—when you’re engaged with what’s being said—you’ll hear the subtle intonations in someone’s voice that tell you how that person is feeling and the emotions they’re trying to communicate. When you’re an engaged listener, not only will you better understand the other person, you’ll also make that person feel heard and understood, which can help build a stronger, deeper connection between you.

By communicating in this way, you’ll also experience a process that  lowers stress and supports physical and emotional well-being. If the person you’re talking to is calm, for example, listening in an engaged way will help to calm you, too. Similarly, if the person is agitated, you can help calm them by listening in an attentive way and making the person feel understood.

If your goal is to fully understand and connect with the other person, listening in an engaged way will often come naturally. If it doesn’t, try the following tips. The more you practice them, the more satisfying and rewarding your interactions with others will become.

Tips for becoming an engaged listener

Focus fully on the speaker.  You can’t listen in an engaged way if you’re  constantly checking your phone or thinking about something else. You need to stay focused on the moment-to-moment experience in order to pick up the subtle nuances and important nonverbal cues in a conversation. If you find it hard to concentrate on some speakers, try repeating their words over in your head—it’ll reinforce their message and help you stay focused.

Favor your right ear.  As strange as it sounds, the left side of the brain contains the primary processing centers for both speech comprehension and emotions. Since the left side of the brain is connected to the right side of the body, favoring your right ear can help you better detect the emotional nuances of what someone is saying.

Avoid interrupting or trying to redirect the conversation to your concerns.  By saying something like, “If you think that’s bad, let me tell you what happened to me.” Listening is not the same as waiting for your turn to talk. You can’t concentrate on what someone’s saying if you’re forming what you’re going to say next. Often, the speaker can read your facial expressions and know that your mind’s elsewhere.

Show your interest in what’s being said.  Nod occasionally, smile at the person, and make sure your posture is open and inviting. Encourage the speaker to continue with small verbal comments like “yes” or “uh huh.”

Try to set aside judgment.  In order to communicate effectively with someone, you don’t have to like them or agree with their ideas, values, or opinions. However, you do need to set aside your judgment and withhold blame and criticism in order to fully understand them. The most difficult communication, when successfully executed, can often lead to an unlikely connection with someone.

[Read: Improving Emotional Intelligence (EQ)]

Provide feedback. If there seems to be a disconnect, reflect what has been said by paraphrasing. “What I’m hearing is,” or “Sounds like you are saying,” are great ways to reflect back. Don’t simply repeat what the speaker has said verbatim, though—you’ll sound insincere or unintelligent. Instead, express what the speaker’s words mean to you. Ask questions to clarify certain points: “What do you mean when you say…” or “Is this what you mean?”

Hear the emotion behind the words . It’s the higher frequencies of human speech that impart emotion. You can become more attuned to these frequencies—and thus better able to understand what others are really saying—by exercising the tiny muscles of your middle ear (the smallest in the body). You can do this by singing, playing a wind instrument, or listening to certain types of high-frequency music (a Mozart symphony or violin concerto, for example, rather than low-frequency rock, pop, or hip-hop).

The way you look, listen, move, and react to another person tells them more about how you’re feeling than words alone ever can. Nonverbal communication, or body language, includes facial expressions, body movement and gestures, eye contact, posture, the tone of your voice, and even your muscle tension and breathing.

Developing the ability to understand and use nonverbal communication can help you connect with others, express what you really mean, navigate challenging situations, and build better relationships at home and work.

• You can enhance effective communication by using open body language—arms uncrossed, standing with an open stance or sitting on the edge of your seat, and maintaining eye contact with the person you’re talking to.
• You can also use body language to emphasize or enhance your verbal message—patting a friend on the back while complimenting him on his success, for example, or pounding your fists to underline your message.

Improve how you  read nonverbal communication

Be aware of individual differences. People from different countries and cultures tend to use different nonverbal communication gestures, so it’s important to take age, culture, religion, gender, and emotional state into account when reading body language signals. An American teen, a grieving widow, and an Asian businessman, for example, are likely to use nonverbal signals differently.

Look at nonverbal communication signals as a group. Don’t read too much into a single gesture or nonverbal cue. Consider all of the nonverbal signals you receive, from eye contact to tone of voice to body language. Anyone can slip up occasionally and let eye contact go, for example, or briefly cross their arms without meaning to. Consider the signals as a whole to get a better “read” on a person.

Improve how you  deliver nonverbal communication

Use nonverbal signals that match up with your words rather than contradict them. If you say one thing, but your body language says something else, your listener will feel confused or suspect that you’re being dishonest. For example, sitting with your arms crossed and shaking your head doesn’t match words telling the other person that you agree with what they’re saying.

Adjust your nonverbal signals according to the context. The tone of your voice, for example, should be different when you’re addressing a child than when you’re addressing a group of adults. Similarly, take into account the emotional state and cultural background of the person you’re interacting with.

Avoid negative body language. Instead, use body language to convey positive feelings, even when you’re not actually experiencing them. If you’re nervous about a situation—a job interview, important presentation, or first date, for example—you can use positive body language to signal confidence, even though you’re not feeling it. Instead of tentatively entering a room with your head down, eyes averted, and sliding into a chair, try standing tall with your shoulders back, smiling and maintaining eye contact, and delivering a firm handshake. It will make you feel more self-confident and help to put the other person at ease.

How many times have you felt stressed during a disagreement with your spouse, kids, boss, friends, or coworkers and then said or done something you later regretted? If you can quickly relieve stress and return to a calm state, you’ll not only avoid such regrets, but in many cases you’ll also help to calm the other person as well. It’s only when you’re in a calm, relaxed state that you’ll be able to know whether the situation requires a response, or whether the other person’s signals indicate it would be better to remain silent.

In situations such as a job interview, business presentation, high-pressure meeting, or introduction to a loved one’s family, for example, it’s important to manage your emotions, think on your feet, and effectively communicate under pressure.

Communicate effectively by staying calm under pressure

Use stalling tactics to give yourself time to think. Ask for a question to be repeated or for clarification of a statement before you respond.

Pause to collect your thoughts. Silence isn’t necessarily a bad thing—pausing can make you seem more in control than rushing your response.

Make one point and provide an example or supporting piece of information. If your response is too long or you waffle about a number of points, you risk losing the listener’s interest. Follow one point with an example and then gauge the listener’s reaction to tell if you should make a second point.

Deliver your words clearly. In many cases, how you say something can be as important as what you say. Speak clearly, maintain an even tone, and make eye contact. Keep your body language relaxed and open.

Wrap up with a summary and then stop. Summarize your response and then stop talking, even if it leaves a silence in the room. You don’t have to fill the silence by continuing to talk.

Quick stress relief for effective communication

When a conversation starts to get heated, you need something quick and immediate to bring down the emotional intensity. By learning to quickly reduce stress in the moment, you can safely take stock of any strong emotions you’re experiencing, regulate your feelings, and behave appropriately.

Recognize when you’re becoming stressed. Your body will let you know if you’re stressed as you communicate. Are your muscles or stomach tight? Are your hands clenched? Is your breath shallow? Are you “forgetting” to breathe?

Take a moment to calm down before deciding to continue a conversation or postpone it.

Bring your senses to the rescue. The best way to rapidly and reliably relieve stress is through the senses—sight, sound, touch, taste, smell—or movement. For example, you could pop a peppermint in your mouth, squeeze a stress ball in your pocket, take a few deep breaths, clench and relax your muscles, or simply recall a soothing, sensory-rich image. Each person responds differently to sensory input, so you need to find a coping mechanism that is soothing to you.

[Read: Quick Stress Relief]

Look for humor in the situation. When used appropriately, humor is a great way to relieve stress when communicating . When you or those around you start taking things too seriously, find a way to lighten the mood by sharing a joke or an amusing story.

Be willing to compromise. Sometimes, if you can both bend a little, you’ll be able to find a happy middle ground that reduces the stress levels for everyone concerned. If you realize that the other person cares much more about an issue than you do, compromise may be easier for you and a good investment for the future of the relationship.

Agree to disagree, if necessary, and take time away from the situation so everyone can calm down. Go for a stroll outside if possible, or spend a few minutes meditating. Physical movement or finding a quiet place to regain your balance can quickly reduce stress.

Find your space for healing and growth

Regain is an online couples counseling service. Whether you’re facing problems with communication, intimacy, or trust, Regain’s licensed, accredited therapists can help you improve your relationship.

Direct, assertive expression makes for clear communication and can help boost your self-esteem and decision-making skills. Being assertive means expressing your thoughts, feelings, and needs in an open and honest way, while standing up for yourself and respecting others. It does NOT mean being hostile, aggressive, or demanding. Effective communication is always about understanding the other person, not about winning an argument or forcing your opinions on others.

To improve your assertiveness

Value yourself and your options. They are as important as anyone else’s.

Know your needs and wants. Learn to express them without infringing on the rights of others.

Express negative thoughts in a positive way. It’s  okay to be angry , but you must remain respectful as well.

Receive feedback positively. Accept compliments graciously, learn from your mistakes, ask for help when needed.

Learn to say “no.” Know your limits and don’t let others take advantage of you. Look for alternatives so everyone feels good about the outcome.

Developing assertive communication techniques

Empathetic assertion conveys sensitivity to the other person. First, recognize the other person’s situation or feelings, then state your needs or opinion. “I know you’ve been very busy at work, but I want you to make time for us as well.”

Escalating assertion can be employed when your first attempts are not successful. You become increasingly firm as time progresses, which may include outlining consequences if your needs are not met. For example, “If you don’t abide by the contract, I’ll be forced to pursue legal action.”

Practice assertiveness in lower risk situations to help build up your confidence. Or ask friends or family if you can practice assertiveness techniques on them first.

More Information

• Effective Communication: Improving Your Social Skills - Communicate more effectively, improve your conversation skills, and become more assertive. (AnxietyCanada)
• Core Listening Skills - How to be a better listener. (SucceedSocially.com)
• Effective Communication - How to communicate in groups using nonverbal communication and active listening techniques. (University of Maine)
• Some Common Communication Mistakes - And how to avoid them. (SucceedSocially.com)
• 3aPPa3 – When cognitive demand increases, does the right ear have an advantage? – Danielle Sacchinell | Acoustics.org . (n.d.). Retrieved May 22, 2022, from Link
• How to Behave More Assertively . (n.d.). 10. Weger, H., Castle Bell, G., Minei, E. M., & Robinson, M. C. (2014). The Relative Effectiveness of Active Listening in Initial Interactions.  International Journal of Listening , 28(1), 13–31. Link

More in Communication

How to read body language to build better relationships at home and work

Boost your EQ to help find happiness and success

Tips for handling conflicts, arguments, and disagreements

How to feel and respond to the emotions of others

Tips and techniques for getting anger under control

Using laughter and play to resolve disagreements

The 5 Love Languages

What they are and how they influence relationships

Turning Off the Gas on Your Gaslighter

5 ways to deal with gaslighting

Professional therapy, done online

BetterHelp makes starting therapy easy. Take the assessment and get matched with a professional, licensed therapist.

Help us help others

Millions of readers rely on HelpGuide.org for free, evidence-based resources to understand and navigate mental health challenges. Please donate today to help us save, support, and change lives.

• Liberty University
• Jerry Falwell Library
• Special Collections
• < Previous

Home > ETD > Doctoral > 5957

Doctoral Dissertations and Projects

Exploring health science students' perception of the influence of health precaution practices during the covid-19 pandemic.

Marquitta L. Foster , Liberty University Follow

School of Health Sciences

Doctor of Philosophy

The COVID-19 Pandemic, Health Science Students, Health Precautions Practices, During the COVID-19 Pandemic

Disciplines

Health and Physical Education

Recommended Citation

Foster, Marquitta L., "Exploring Health Science Students' Perception of the Influence of Health Precaution Practices During the COVID-19 Pandemic" (2024). Doctoral Dissertations and Projects . 5957. https://digitalcommons.liberty.edu/doctoral/5957

The purpose of this phenomenological study was to address a lack of research on health science students’ perceptions and use of health precautions during the COVID-19 pandemic. Albert Bandura’s Social Cognitive Theory frames this study of bachelor's, master’s and doctoral level students at Liberty University, George Mason University, and Norfolk State University. Data was gathered via surveys, interviews, and observations from 35 students across the three universities, providing a diverse pool of age, gender, and ethnicity. The initial survey gathered demographic data on whether students considered themselves immunocompromised, their view on COVID-19's severity for the immunocompromised, and whether they felt COVID-19 had increased the need for medical check-ups and vaccinations. Follow-up interviews were conducted, transcribed, and coded, identifying themes related to students’ awareness of COVID-19, the influence of students’ knowledge on their behavior, attitudes toward pandemic-era restrictions and contact tracing, and their use of health precautions. Many students reported increased use of health precautions during the pandemic, and those students with experience with vulnerable populations expressed using more health precautions out of concern for others’ well-being both during and after the pandemic. Students at all educational levels mentioned the importance of sharing accurate information. The findings suggest that enhancing students’ understanding of disease transmission, and effective strategies for communicating with lay people, could be productive. Practice communicating with non-scientists should be integrated into health science classes to capitalize on health science students’ care for others and position as trusted resources. Future research could explore the impact of these changes on students’ understanding of disease transmission, communication skills, and self-efficacy.

Since August 29, 2024

Included in

Health and Physical Education Commons

• Collections
• Faculty Expert Gallery
• Theses and Dissertations
• Conferences and Events
• Open Educational Resources (OER)
• Explore Disciplines

Advanced Search

• Notify me via email or RSS .

Faculty Authors

• Submit Research
• Expert Gallery Login

Student Authors

• Undergraduate Submissions
• Graduate Submissions
• Honors Submissions

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

• DOI: 10.52902/kjsc.2024.28.121
• Corpus ID: 269039411

Correlation between Communication Competence, Problem-Solving Skills, Clinical Competence, and Critical Thinking Competence on Person-Centered Care Competence of Nursing Students in who Experienced Clinical Practice

• Mi Young Moon
• Published in Forum of Public Safety and… 30 March 2024
• Education, Medicine

Related Papers

Showing 1 through 3 of 0 Related Papers

3 Essential Communication Skills For Skills-Based Organizations

Business leaders discussing new business ideas in the office at a skills-based organization

In skills-based organizations, effective communication is the meta-skill.

Communication skills have always been vital to the success of high-performing organizations. That’s why learning and development leaders in such companies ensure that programs on, for example, active listening, feedback, and clear, concise communication are among the essential offerings for their employees’ personal and professional growth.

Recent data from top-tier research firms, such as Deloitte and Bain & Company , indicate a significant shift towards skills-based organizational models. This requires an equally important shift towards a learning mindset. According to Deloitte's research , a substantial majority of corporate leaders recognize the importance of skills in defining work and managing talent. Specifically, around 90% of executives are actively experimenting with or moving towards a skills-based approach, indicating a strong belief in its potential to improve organizational outcomes.

This development has raised the bar on communication skills.

Especially in a skills-based organization, where the focus shifts from rigidly defined job descriptions and roles to the specific skills and competencies of individuals, high levels of coordination and collaboration among team members with diverse skill sets makes effective communication the critical differentiator for leadership roles in a company.

Reasons abound why a focus on communication skills is crucial in such a model:

Coordination and Flexibility : Skills-based organizations often involve dynamic team structures where individuals are brought together based on their skills to work on specific projects or tasks. Effective communication is necessary to coordinate these efforts, ensure that everyone understands their roles, and adapt quickly to changes.

Cross-functional Collaboration : In this model, communication across different functions and departments is vital to leveraging diverse skills and knowledge. This cross-functional communication fosters innovation and problem-solving by breaking down silos and encouraging the exchange of ideas.

Transparency and Trust : As roles and tasks are not strictly defined by job titles, clear and transparent communication helps build trust among team members. It ensures that everyone is aware of the organization's goals, the purpose of their tasks, and how their contributions fit into the larger picture.

Continuous Learning and Development : Skills-based organizations emphasize continuous learning and development. Effective communication is crucial for providing feedback, sharing knowledge, and identifying skill gaps that need to be addressed through training and development initiatives.

Empowerment and Engagement : By focusing on skills, organizations aim to empower employees to take ownership of their work and contribute meaningfully. Strong communication skills help articulate expectations, provide recognition, and engage employees in decision-making processes, leading to higher motivation and job satisfaction.

So, where should skills-based organizations focus the attention of their future leaders so they can elevate their communications skills?

I recommend three foundational focus areas:

Clarifying Expectations

This relatively unassuming concept doesn’t have the cachet of, say, strategic storytelling—the domain of visionary leaders—or negotiation skills. But it is increasingly important in everyday workplace communication. It is hard to overstate its value in organizations transitioning to skills-based frameworks that prioritize adaptability, continuous learning, and talent agility.

As these models gain momentum, leaders must learn and leverage requisite communication skills, to effectively navigate and manage this new environment, to enable alignment, engagement, and innovation within their teams.

Even Gallup has emphasized the significance of clarifying expectations as a key driver of employee engagement and inspiration. When managers clearly define and communicate expectations, employees understand their roles better and align their efforts with organizational goals.

Best High-Yield Savings Accounts Of 2024

Best 5% interest savings accounts of 2024.

This clarity enables employees to perform effectively and reduces confusion that can lead to disengagement, especially in organizations where predefined jobs with specific roles and responsibilities are a thing of the past. Employees who know what is expected of them are more likely to be engaged, which Gallup has linked to better business outcomes, such as increased productivity and profitability.

The process of clarifying expectations involves ongoing communication, alignment on outcomes, and frequent feedback. This helps employees prioritize their tasks, calibrate their approach, and measure their contributions, ultimately inspiring them to perform at their best.

Communicating Across Cultural Barriers

Cultural differences can significantly impact communication in skills-based organizations, often leading to misunderstandings and barriers to collaboration and innovation.

Leaders and their teams should take note of different cultures’ distinct communication styles, which can affect how messages are conveyed and interpreted. For example, some cultures may prefer direct communication, while others rely on indirect or nuanced expressions. Miscommunication and emotional friction can result if team members are not sensitive to these often-subtle differences.

Other cultural norms, such as attitudes towards hierarchy, authority, and teamwork, can also influence how communication is perceived and conducted. In some cultures, for instance, it is considered inappropriate to openly challenge a manager, which can stifle open dialogue and feedback in a North American environment.

Team members from such cultures sometimes don’t find it psychologically safe to challenge their more senior colleagues in meetings and in innovation discussions . In such cases, leaders and peers need to adapt their communication styles to more effectively engage those whose ingrained behaviors default to humility and conformity. This enables them to contribute fully to the organization’s success and makes having a diverse and culturally mixed team a strength rather than a potential vulnerability.

Influencing Up and Across

A critical differentiator for emerging leaders when engaging senior executives is the ability to simplify complexity, especially in skills-based organizations. They distill complex strategies into clear, understandable choice points and goals that align with the organization's skills-centric approach. In this way, leaders demonstrate their next-level potential and effectively communicate their outcome-focused strategies to both superiors and peers.

Trust is another foundational element for influencing others, especially in skills-based organizations where stakeholders and team members can change from one project to the next. Networks are in constant flux, so self-awareness is key in understanding the impact we have on those we’re partnered with. Emerging leaders should engage in self-reflection to understand their strengths and weaknesses and make the adjustments needed to foster trust and respect among peers and superiors. This is crucial for influencing decisions and driving change.

Building a strong network will become even more important to building influence in skills-based models. Leaders should cultivate relationships across the organization and leverage these connections to gather support for initiatives. In a skills-based organization, where cross-functional collaboration is key, having a robust network goes a long way in facilitating the sharing of skills and resources.

By leveraging organizational intelligence and understanding both the formal and informal structures of the skills-based organization, emerging leaders can better navigate organizational politics. Thus, they can position themselves strategically to influence decisions and initiatives.

Finally, future leaders of a skills-based organization can increase their positive impact on the business by actively fostering a skills-centric culture. By embracing skill development initiatives and promoting a culture that values continuous learning and skill enhancement, they can influence the organization's strategic direction and ability to meet new challenges.

Bottom Line

There are innumerable aspects to effective communication, each one subject to the complexity of human perception and behavior. Nonetheless, in today’s rapidly evolving business environment clear and effective communication is becoming increasingly important for employees to build followership and move up to higher levels, especially in skills-based organizations.

As companies continue to pivot from traditional job roles to skill-centric models, the leaders who will make the biggest impact are those who can master the art of clear, cross-functional, and culturally aware communication. By honing these critical communication skills, they not only ensure alignment and collaboration but also drive innovation and agility.

In doing so, emerging leaders position their teams—and themselves—for long-term success in a future that rewards agility and expertise.