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Effective Communication Strategies

• First Online: 20 February 2024

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• Federico Addimando 2  

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Effective communication is a cornerstone of successful interactions in various aspects of life, ranging from personal relationships to professional environments. It encompasses both verbal and nonverbal communication techniques, each playing a vital role in conveying messages, building relationships, and ensuring mutual understanding.

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Addimando, F. (2024). Effective Communication Strategies. In: Trade Show Psychology. SpringerBriefs in Psychology. Springer, Cham. https://doi.org/10.1007/978-3-031-53606-9_4

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How Great Leaders Communicate

• Carmine Gallo

Four strategies to motivate and inspire your team.

Transformational leaders are exceptional communicators. In this piece, the author outlines four communication strategies to help motivate and inspire your team: 1) Use short words to talk about hard things. 2) Choose sticky metaphors to reinforce key concepts. 3) Humanize data to create value. 4). Make mission your mantra to align teams.

In the age of knowledge, ideas are the foundation of success in almost every field. You can have the greatest idea in the world, but if you can’t persuade anyone else to follow your vision, your influence and impact will be greatly diminished. And that’s why communication is no longer considered a “soft skill” among the world’s top business leaders. Leaders who reach the top do not simply pay lip service to the importance of effective communication. Instead, they study the art in all its forms — writing, speaking, presenting — and constantly strive to improve on those skills.

• Carmine Gallo is a Harvard University instructor, keynote speaker, and author of 10 books translated into 40 languages. Gallo is the author of The Bezos Blueprint: Communication Secrets of the World’s Greatest Salesman  (St. Martin’s Press).

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Communication Studies: Effective Communication Leads to Effective Leadership

Affiliation.

• 1 University of Kansas.
• PMID: 32187871
• DOI: 10.1002/yd.20371

This chapter explores how communication studies focuses on human communication among people in groups, teams, and organizations. While persuasive communication has long been at the heart of leadership development, the discipline's contributions to effective leadership also range from advancing our understanding of organizational communicative systems to the development of skills for deliberative democracy and civic engagement.

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Perspective article, evidence-based science communication.

• 1 Department of Sociology, University of Warwick, Coventry, United Kingdom
• 2 Department of Science Communication, Rhine-Waal University of Applied Sciences, Kleve, Germany

Effective science communication can empower research and innovation systems to address global challenges and put public interests at the heart of how knowledge is produced, shared, and applied. For science communication to play this mediating role effectively, we propose a more integrated and “evidence-based” approach. This commentary identifies key issues facing the science communication field. It suggests a series of prescriptions, inspired by the impact of “evidence-based medicine” over the past decades. In practice, evidence-based science communication should combine professional expertise and skills with the best available evidence from systematic research. Steps required to achieve this outcome include more quality assurance in science communication research, significant changes in teaching and training, and improved interfaces between science communication research and practice.

At its best, science communication can empower research and innovation systems to address global challenges, by improving the relationships with stakeholders in policy, industry, and civil society (see “Quadruple Helix,” e.g., Carayannis and Campbell, 2009 , e.g., 2018ff). Science communication can put public interests at the heart of how knowledge is produced, shared, and applied today, thereby enhancing the benefits of science and technology and mitigating their limitations or risks. Moreover, effective science communication can facilitate the role of research and innovation in developing a more sustainable world. Therefore, it is imperative that science communication plays its mediating role effectively. This view of science communication's value inspires our call in this essay to open a dialogue about integrating science communication research and practice within a new vision for “evidence-based science communication.”

It has now been decades since the notion of “evidence-based medicine” gained a foothold in scholarly discourse. In this commentary, we argue that the field of science communication faces challenges that would benefit from some of the prescriptions that evidence-based medicine offers, in particular, with the aim of helping research and practice take each other's experiences and insights fully into account. This evolution is essential to drive real progress in science communication as a field of practice.

Key Challenges

Science communication today is expected to go far beyond making scientific knowledge more accessible to lay audiences. For example, ambitious notions about science communications potential role can be identified in the European policy prescription of “Responsible Research and Innovation” (RRI) or efforts to include stakeholders earlier in technology assessment and regulatory processes to establish a more “social” innovation ( Phills et al., 2008 , e.g., p. 39ff). With the growing expectations of 21st science communication, it also becomes increasingly important for this field to be more self-reflective and demonstrably effective. This commentary presents our view of these challenges across both science communication research and practice based on our experience in this field.

Key challenges underpinning this commentary are identified in the first empirical gap analysis for the field of science communication research ( Gerber et al., 2020 , p. 61ff), in particular the following: (i) to build a research corpus with effective transfer mechanisms, so that science communication practitioners can apply research in their work practice, and perhaps even investigate in collaboration with scholars the applicability of potentially useful strategies; (ii) to widen the spectrums of science communication research topics and methods, in particular by extending the existing methodological toolkit in science communication to include more longitudinal and experimental research. Experts contributing to a Delphi study in this science communication research field analysis emphasized that neither scholarship nor practice adequately take account of the other side's priorities, needs and possible solutions: This can be understood as a double-disconnect between research and practice ( Gerber et al., 2020 , e.g., p. 4).

Both authors of this essay have worked in science communication practice and research, and especially at the interface between the two domains over many years in this evolving field. In this time, we have seen many challenges that trouble the research/practice interface in science communication (e.g., see Fischhoff, 2013 , e.g., p. 14038). Many of these challenges have been raised in one form or another in empirical studies of science communication research and practice (e.g., Holliman and Jensen, 2009 ; Gerber, 2014 ; Jamieson et al., 2017 ; Gerber et al., 2020 ). Ironically, the challenges begin with communication about science communication evidence (see Table 1 ). The framework suggested here, based on our experience, addresses four usually sequential steps of a “Knowledge Cascade,” which is addressed on four levels, namely Relevance, Accessibility, Transferability, and Quality assurance.

Table 1 . The science communication knowledge cascade: key challenges at the interfaces between research and practice.

It is both self-evident and revealing that there is limited empirical evidence that speaks to the generalizations and truth claims presented in the table above based on our practical experience across the research-practice divide in science communication. We think the sparse research available on these topics highlights the need for more evidence-based integration and mutual learning to more systematically clarify the state of play.

Beyond strengthening the links between research and practice and establishing additional opportunities for knowledge exchange and collaboration, there are numerous challenges at a practical level to implementing evidence-based approaches. These challenges run deep, with barriers embedded in science communication training, norms and values that drive practice (e.g., see Jensen and Holliman, 2016 ).

Evidence-Based Science Communication (EBSC): Pathways Forward

A classic editorial in the British Medical Journal set out to clarify the direction that was being advocated for the field of medicine in an article entitled: “Evidence based medicine: what it is and what it isn't.” We would adopt a similar account for defining “evidence-based science communication” as a viable pathway forward. To adapt the language used by Sackett et al. (1996) , p. 71, we are advocating the “conscientious, explicit, and judicious use of current best evidence in making decisions” about science communication. In practice, evidence-based science communication involves combining professional expertise and skills with the best available evidence from systematic research, underpinned by established theory. By professional expertise we mean the “proficiency and judgment” that individual science communication practitioners acquire through experience and practice, refined over time through empirical evaluation (cf. Sackett et al., 1996 , p. 71). There are numerous indicators of such professional expertise in science communication, including:

• Applying social science research and theory when designing science communication activities to avoid well-known pitfalls and improve the odds of success.

• Planning, developing, and applying objectives in a logical way to address the needs of specific stakeholders or audiences.

• Following good ethical principles including informed consent for participation and responsible data protection and management.

• Being open and transparent about the nature of the funding, organizations involved and influences on the design of science communication activities

• Ensuring that appropriate and relevant communication skills are developed and applied for a given science communication challenge.

• Being inclusive and welcoming of those who are often marginalized or excluded, both in the development and delivery of science communication activities.

• Willingness and capability to reflect on limitations in one's own communication objectives and strategies despite institutional constraints and agendas, even if this may invalidate previously accepted practices.

• Committing to continually improve practice based on ongoing collection and analysis of evaluation evidence ( Jensen, 2014 , 2015a ).

• Being learning-oriented, focusing on continual professional improvement and sharing of new findings to aid others.

• Working to make any given science communication activity as resource efficient as possible to ensure that opportunities for positive impact are not squandered.

It will be clear from the points above that we believe that “using robust social scientific evidence […] to ensure success should be viewed as a basic necessity across the sector” ( Jensen, 2015b , p. 13). Applying well-established principles of good communication (e.g., Spitzberg, 1983 ) should be a basic expectation of science communication practice for professionals and their funders.

Just as in evidence-based medicine, EBSC must be expected to “invalidate previously accepted” practices and “replace them with new ones that are more powerful, more accurate, more efficacious” ( Sackett et al., 1996 , p. 71). What counts as effective science communication practice depends on the institutional, local and cultural context. The nature of the science communication evidence base and how to define satisfactory evidence is a matter that requires elaboration aimed at the research community in science communication, which we will develop in a separate essay. Here, we wish to emphasize that science communication research should be providing relevant, accurate , and timely insights that practitioners can use. Indeed, the issues we wish to raise are not only about a deficit of evidence in practice, but also a lack of sufficient applicability, mutual appreciation and collaboration, explained in more detail below (inspired by Heneghan et al., 2017 ).

We fully recognize that our diagnosis of the problem and perspective on pathways forward will face criticism. Some of that criticism may fall along the lines of prior critiques of evidence-based medicine, including the idea that evidence-based science communication is “old hat,” a “dangerous innovation,” “perpetrated by the arrogant,” and a move to “suppress” science communicators” or researchers' professional “freedom” ( Sackett et al., 1996 , p. 73). Clearly “evidence” in science communication and beyond will always be contested and provisional, but it nevertheless provides the strongest pragmatic basis for making improvements in practice.

We need to have this debate as a field, including practitioners, researchers and those–like the two of us–that work across these two domains. This commentary is meant to cultivate reflexivity in our community by initiating a discussion about the value, quality, and effectiveness of what we are practicing and researching. Many of the questions posed in and even resulting from this commentary are expected to trigger a discussion about fundamental principles and practices in our field. At the same time, however, we also hope that general issues, such as querying how relevant research should be expected to be for practice, will not overshadow the very concrete issues we are raising about how to use existing evidence and experience on both sides to empower science communication to live up to its potential in the interest of a world that desperately needs it more than ever. This is also why this commentary does not attempt to provide easy solutions but instead welcomes and explicitly invites dialogue about the pathways forward for our field.

Author Contributions

All authors listed have made a substantial, direct and intellectual contribution to the work, and approved it for publication.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

The reviewers, JR and BW, declared a past collaboration with one of the authors, EJ, to the handling editor.

Acknowledgments

The authors are deeply grateful for the reflexivity provoked in the long process of developing this commentary by numerous inspiring discussions with friends and colleagues working in science communication research and practice around the world.

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Jensen, E. (2015b). Highlighting the value of impact evaluation: enhancing informal science learning and public engagement theory and practice. J. Sci. Commun. 14:Y05. doi: 10.22323/2.14030405

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Keywords: public engagement with research, public understanding of science (PUS), public communication of science and technology, divulgación científica, divulgação científica, science communication

Citation: Jensen EA and Gerber A (2020) Evidence-Based Science Communication. Front. Commun. 4:78. doi: 10.3389/fcomm.2019.00078

Received: 21 November 2019; Accepted: 31 December 2019; Published: 23 January 2020.

Reviewed by:

Copyright © 2020 Jensen and Gerber. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Eric A. Jensen, e.jensen@warwick.ac.uk

† These authors have contributed equally to this work

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What is effective communication?

Effective communication skill 1: become an engaged listener, skill 2: pay attention to nonverbal signals, skill 3: keep stress in check, skill 4: assert yourself, effective communication.

Want to communicate better? 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.

For many of us, communicating more clearly and effectively requires learning some important skills. Whether you’re trying to improve communication with your spouse, kids, boss, or coworkers, learning these skills can deepen your connections to others, build greater trust and respect, and improve teamwork, problem solving, and your overall social and emotional health.

What’s stopping you from communicating effectively?

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

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Effectively Communicating Research

Intensive course designed to provide researchers with the skills necessary to express their science clearly to diverse audiences

For more information:

Course goals.

• Understand how and why to effectively communicate your research through a variety of platforms.
• Understand the structure of content that is appropriate and how to achieve the highest quality for each mode of scientific communication.
• Learn how to make written and graphic content more accessible and engaging.
• Know how to deliver oral presentations effectively with diverse audiences and settings.
• Learn approaches to request and respond to feedback from mentors, colleagues, and external reviewers.

How do you effectively draft your scientific message so that it has the optimal chance to be accepted for publication? How do you communicate your science in an oral presentation? How much text is appropriate for a poster? What are some guidelines and tips for dealing with the media? Communication is an essential part of your research and a crucial component for a successful career as a researcher.

Effectively Communicating Research  is a two-day, intensive course offered by Harvard Catalyst. The course is designed to provide fellows and junior faculty with the skills necessary to express their science clearly to diverse audiences; to prepare abstracts, manuscripts, and posters, and to speak effectively.

With the guidance and expertise of the course faculty, including journal editors and leading scientists, participants will acquire the tools necessary to convey their science effectively.

Session dates

November 14 & 16, 2022

Time commitment

Participants accepted into the course must commit to fully participate in two days of the course.

As long as public health conditions permit, we will be running this event in-person , on the Harvard Medical School campus.  Participants will be required to follow all Covid-19 guidelines outlined by Harvard Medical School.

Fellows and junior faculty who are in the process of writing for publication or creating communication materials for scientific oral or poster presentations.

We believe that the research community is strengthened by understanding how a number of factors including gender identity, sexual orientation, race and ethnicity, socioeconomic status, culture, religion, national origin, language, disability, and age shape the environment in which we live and work, affect each of our personal identities, and impacts all areas of human health.

Eligibility

• MD and/or PhD (or equivalent) involved in medical research
• Fellows and Junior Faculty

Free for Harvard-affiliated  schools and  institutions.

Accreditation statement

The Harvard Catalyst Education Program is accredited by the Massachusetts Medical Society to provide continuing medical education for physicians.

Harvard Catalyst Education Program’s policy requires full attendance and the completion of all activity surveys to be eligible for CME credit; no partial credit is allowed.

Harvard Catalyst Postgraduate Education is dedicated to addressing equity and intersectionality in medicine. Race, ethnicity, age, and sex can impact how different people respond to the same intervention. Diversity of thought and perspectives through the lens of a participant’s background contributes to an enhanced course experience, improved research and development, and overall better medical devices. The benefits of bringing more seats to the table extends far beyond this course. With this in mind, ECR is intentionally reserving space for applicants from historically excluded communities to attend the course.

The application process is closed. Please check back for future opportunities.

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How to communicate your research more effectively

Author: guest contributor.

by Angie Voyles Askham, Content Marketing Intern

"Scientists need to excite the public about their work in part because the public is paying for it, and in part because science has very important things to say about some of the biggest problems society faces."

Stephen S. Hall has been reporting and writing about science for decades. For the past ten years, he's also been helping researchers at New York University improve their writing skills through the school's unique  Science Communication Workshops . In our interview below, he explains why the public deserves good science communication and offers some tips for how researchers can make their writing clear and engaging.

How would you descr ibe your role as a science journalist?

I’ve always made a distinction between "science writer" and a writer who happens to be interested in science. That may sound like wordplay, but I think it captures what we aspire to do. Even as specialists, science journalists wear several hats: we explain, we report, we investigate, we step back and provide historical context to scientific developments to help people understand what’s new, why something is controversial, who drove a major innovation. And like any writer, we look for interesting, provocative, and deeply reported ways to tell these stories.

I know you from the science communication workshop that’s offered to NYU graduate students. One of the most important things that I got out of the workshop, at least initially, was training myself out of the stuffy academic voice that I think a lot researchers fall into when writing academic papers. Why do you think scientists fall into this particular trap, and how do you help them get out of it?

Scientists are trained—and rightly so—to describe their work in neutral, objective terms, qualifying all observations and openly acknowledging experimental limitations. Those qualities play very well in scientific papers and talks, but are terrible for effective communication to the general public. In our Science Communication workshops at NYU, we typically see that scientists tend to communicate in dense, formal and cautious language; they tell their audiences too much; they mimic the scientific literature’s affinity for passive voice; and they slip into jargon and what I call “jargonish,” defensive language. Over ten years of conducting workshops, we’ve learned to attack these problems on two fronts: pattern recognition (training people to recognize bad writing/speaking habits and fixing them) and psychological "deprogramming" (it’s okay to leave some details and qualifications out!). And a key ingredient to successful communication is understanding your audience; there is no such thing as the "general public," but rather a bunch of different potential audiences, with different needs and different levels of expertise. We try to educate scientists to recognize the exact audience they're trying to reach—what they need to know and, just as important, what they don't need to know.

What are some other common mistakes that you see researchers making when they’re trying to communicate about their work, either with each other or with the public?

We see the same tendencies over and over again: vocabulary (not simply jargon, but common expressions—such as gene “expression”—that are second-hand within a field, but not clear to non-experts); abstract, complicated explanations rather than using everyday language; sentences that are too long; and “optics” (paragraphs that are too long and appear monolithic to readers). We’ve found that workshops are the perfect setting to play out the process of using everyday language to explain something without sacrificing scientific accuracy.

Why is it important for researchers to be better communicators?

Scientists need to learn to tell their own stories, first and foremost, because society needs their expertise, their perspective, their evidence-based problem solving skills for the future. But the lay public, especially in an era where every fact seems up for grabs, needs to be reminded of what the scientific method is: using critical thinking and rigorous analysis of facts to reach evidence-based conclusions. Scientists need to excite the public about their work in part because the public is paying for it, and in part because science has very important things to say about some of the biggest problems society faces—climate change, medical care, advanced technologies like artificial intelligence, among many other issues. As climate scientist Michael Mann said in a celebrated 2014 New York Times OpEd, scientists can no longer stay on the sidelines in these important public debates.

As a science journalist, part of your job is to hunt for interesting stories to tell. How can scientists make their work more accessible to people like you—or to other people outside of their specific area of research—so that their stories are told more widely?

The key word in your question is “stories.” Think like a writer. What’s the story behind your discovery? What were the ups and downs on the way to the finding? Where does this fit into a larger history of science narrative? Was there a funny incident or episode in the work (humor is a great way to draw and sustain public interest)? Was there a conflict or competition that makes the work even more interesting? Is there a compelling historical or contemporary figure involved that will help you humanize the science? It's been our-longstanding belief that scientists have a great intuitive feel for good storytelling (we incorporate narrative training in our workshops), but just don’t think about it when it comes to describing their own work. The other key thing is to explain why your research matters.

One of the ways that many researchers try to share their work is through Twitter, but I noticed that on the NYU website it says you’re a Twitter conscientious objector. Why is that? What effect do you think Twitter has had on science communication and journalism in general?

I actually think Twitter can be a great tool for science communication, and many of my colleagues use it deftly. I tend to gravitate toward stories that everyone is not talking about, so Twitter doesn’t help much in that regard. The larger reason I’m a Twitter “refusenik,” as my colleague Dan Fagin sometimes calls me, is that I think the technology has been widely abused to disseminate misinformation, intimidate enemies, and subvert democratic norms; I don’t use it primarily for those reasons.

Are there any other tips that you can offer researchers who want to be better communicators and just aren’t sure where to start?

One first step might be to see if your institution offers any communication training and to take advantage of those programs; if not, think about how you might establish a program. We’ve posted a few of the things we’ve learned at NYU on our website ; we’ve also established a publishing platform for science communicators at NYU called the Cooper Square Review , which is a good way for scientists to get experience publishing their own work and reaching a larger public.

Stephen S. Hall  has been reporting and writing about science for nearly 30 years. In addition to numerous cover stories in the New York Times Magazine, where he also served as a Story Editor and Contributing Writer, his work has appeared in The New Yorker, The Atlantic Monthly, and a number of other outlets. He is also the author of six non-fiction books about contemporary science. In addition to teaching the Science Communication Workshops at NYU, he also teaches for NYU's Science, Health and Environmental Reporting Program (SHERP) and has taught graduate seminars in science writing and explanatory journalism at Columbia University.

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10 Good Communication Skills In The Workplace (Guide 2024)

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Introduction

Effective communication skills are essential in the modern workplace, regardless of your job level or industry. The ability to communicate information clearly, concisely and with impact can make the difference between success and failure.

In this comprehensive guide, we’ll explore 10 key communication skills that can help you excel in your career. We’ll also discuss why communication skills are so important, the different types of communication, and how to highlight your communication abilities on your CV and in job interviews.

Why Communication Skills Are Important in the Workplace

Communication is one of the most sought-after skills by employers today. Strong communication abilities allow you to:

• Convey information, instructions and ideas effectively
• Build positive relationships with colleagues, managers and clients
• Collaborate productively on projects and solve problems efficiently
• Negotiate, persuade and influence others
• Provide excellent customer service
• Advance your career through effective self-promotion

When communication breaks down in the workplace, it can lead to misunderstandings, reduced productivity, low morale and even conflict. That’s why honing your communication skills is so crucial, no matter what your role or industry.

The 4 Types of Communication Skills

Effective communication is multi-faceted, involving a range of verbal, nonverbal, written and visual skills. The four main types of communication skills are:

Mastering each of these four communication skill types is essential for thriving in the modern workplace.

10 Good Communication Skills Examples for 2024

Here are 10 key communication skills that can help you excel in your career:

Developing these 10 communication skills takes time and practice, but the payoff can be significant for your career success. Regularly assess your communication strengths and weaknesses, and seek out opportunities to improve.

Which Jobs Require Strong Communication Skills?

Communication skills are crucial in virtually every job and industry. Some roles where excellent communication abilities are particularly important include:

• Customer service and sales positions
• Management and leadership roles
• Consultancy and advisory roles
• Public relations and marketing roles
• Teaching, training and coaching roles
• Creative roles like writing, journalism and public speaking

Even for highly technical or specialized jobs, the ability to communicate complex information in a clear and engaging way is invaluable. Strong communication skills can help you excel in your current role and open doors to new career opportunities.

Emphasizing Communication Skills on Your CV and in Interviews

When applying for jobs, it’s important to highlight your communication skills throughout your CV and in job interviews. Here are some tips:

On Your CV:

• Include communication-focused achievements and responsibilities in your work history
• Showcase written communication skills through well-structured, error-free writing
• List relevant communication-related skills and training (e.g. public speaking, negotiation, active listening)
• Provide examples of how you’ve used communication skills to benefit your employer

In Interviews:

• Prepare examples of times you’ve demonstrated strong communication abilities
• Use confident, clear and friendly body language and tone of voice
• Listen carefully to questions and respond concisely and directly
• Ask thoughtful questions that show your engagement and communication skills
• Emphasize your ability to communicate effectively with diverse stakeholders

By emphasizing your communication prowess, you can demonstrate to employers that you have the essential skills to succeed in the role and contribute to the organization.

Effective communication skills are vital for career success in the modern workplace. By mastering the 10 communication skills outlined in this guide – including emotional intelligence, clarity, friendliness, confidence, empathy and more – you can set yourself up for professional advancement.

Remember that communication is a multi-faceted skill that can always be improved through regular practice and self-reflection. Consider taking a career test or psychometric test to better understand your communication strengths and development areas.

With commitment and the right strategies, you can become an exceptional communicator and unlock new opportunities for growth and success in your career.

Suggestions or feedback?

MIT News | Massachusetts Institute of Technology

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Science communication competition brings research into the real world

Press contact :.

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Laurence Willemet remembers countless family dinners where curious faces turned to her with shades of the same question: “What is it, exactly, that you do with robots?”

It’s a familiar scenario for MIT students exploring topics outside of their family’s scope of knowledge — distilling complex concepts without slides or jargon, plumbing the depths with nothing but lay terms. “It was during these moments,” Willemet says, “that I realized the importance of clear communication and the power of storytelling.”

Participating in the MIT Research Slam, then, felt like one of her family dinners.

The finalists in the 2024 MIT Research Slam competition met head-to-head on Wednesday, April 17 at a live, in-person showcase event. Four PhD candidates and four postdoc finalists demonstrated their topic mastery and storytelling skills by conveying complex ideas in only 180 seconds to an educated audience unfamiliar with the field or project at hand.

The Research Slam follows the format of the 3-Minute Thesis competition, which takes place annually at over 200 universities around the world. Both an exciting competition and a rigorous professional development training opportunity, the event serves an opportunity to learn for everyone involved.

One of this year’s competitors, Bhavish Dinakar, explains it this way: “Participating in the Research Slam was a fantastic opportunity to bring my research from the lab into the real world. In addition to being a helpful exercise in public speaking and communication, the three-minute time limit forces us to learn the art of distilling years of detailed experiments into a digestible story that non-experts can understand.”

Leading up to the event, participants joined training workshops on pitch content and delivery, and had the opportunity to work one-on-one with educators from the Writing and Communication Center, English Language Studies, Career Advising and Professional Development, and the Engineering Communication Labs, all of which co-sponsored and co-produced the event. This interdepartmental team offered support for the full arc of the competition, from early story development to one-on-one practice sessions.

The showcase was jovially emceed by Eric Grunwald, director of English language learning. He shared his thoughts on the night: “I was thrilled with the enthusiasm and skill shown by all the presenters in sharing their work in this context. I was also delighted by the crowd’s enthusiasm and their many insightful questions. All in all, another very successful slam.”

A panel of accomplished judges with distinct perspectives on research communication gave feedback after each of the talks: Deborah Blum, director of the Knight Science Journalism Program at MIT; Denzil Streete, senior associate dean and director of graduate education; and Emma Yee, scientific editor at the journal Cell .

Deborah Blum aptly summed up her experience: “It was a pleasure as a science journalist to be a judge and to listen to this smart group of MIT grad students and postdocs explain their research with such style, humor, and intelligence. It was a reminder of the importance the university places on the value of scientists who communicate. And this matters. We need more scientists who can explain their work clearly, explain science to the public, and help us build a science-literate world.”

After all the talks, the judges provided constructive and substantive feedback for the contestants. It was a close competition, but in the end, Bhavish Dinakar was the judges’ choice for first place, and the audience agreed, awarding him the Audience Choice award. Omar Rutledge’s strong performance earned him the runner-up position. Among the postdoc competitors, Laurence Willemet won first place and Audience Choice, with Most Kaniz Moriam earning the runner-up award.

Postdoc Kaniz Mariam noted that she felt privileged to participate in the showcase. “This experience has enhanced my ability to communicate research effectively and boosted my confidence in sharing my work with a broader audience. I am eager to apply the lessons learned from this enriching experience to future endeavors and continue contributing to MIT's dynamic research community. The MIT Research Slam Showcase wasn't just about winning; it was about the thrill of sharing knowledge and inspiring others. Special thanks to Chris Featherman and Elena Kallestinova from the MIT Communication Lab for their guidance in practical communication skills. ”

Double winner Laurence Willemet related the competition to experiences in her daily life. Her interest in the Research Slam was rooted in countless family dinners filled with curiosity. “‘What is it exactly that you do with robots?’ they would ask, prompting me to unravel the complexities of my research in layman’s terms. Each time, I found myself grappling with the task of distilling intricate concepts into digestible nuggets of information, relying solely on words to convey the depth of my work. It was during these moments, stripped of slides and scientific jargon, that I realized the importance of clear communication and the power of storytelling. And so, when the opportunity arose to participate in the Research Slam, it felt akin to one of those family dinners for me.”

The first place finishers received a $600 cash prize, while the runners-up and audience choice winners each received $300.

Last year’s winner in the PhD category, Neha Bokil, candidate in biology working on her dissertation in the lab of David Page, is set to represent MIT at the Three Minute Thesis Northeast Regional Competition later this month, which is organized by the Northeastern Association of Graduate Schools.

A full list of slam finalists and the titles of their talks is below.

  PhD Contestants: 

• Pradeep Natarajan, Chemical Engineering (ChemE), “What can coffee-brewing teach us about brain disease?”
• Omar Rutledge, Brain and Cognitive Sciences, “Investigating the effects of cannabidiol (CBD) on social anxiety disorder”
• Bhavish Dinakar, ChemE, “A boost from batteries: making chemical reactions faster”
• Sydney Dolan, Aeronautics and Astronautics, “Creating traffic signals for space”

  Postdocs: 

• Augusto Gandia, Architecture and Planning, “Cyber modeling — computational morphogenesis via ‘smart’ models”
• Laurence Willemet, Computer Science and Artificial Intelligence Laboratory, “Remote touch for teleoperation”
• Most Kaniz Moriam, Mechanical Engineering, “Improving recyclability of cellulose-based textile wastes”
• Mohammed Aatif Shahab, ChemE, “Eye-based human engineering for enhanced industrial safety” 

Research Slam organizers included Diana Chien, director of MIT School of Engineering Communication Lab ; Elena Kallestinova, director of MIT Writing and Communication Center ; Alexis Boyer, assistant director, Graduate Career Services, Career Advising and Professional Development (CAPD); Amanda Cornwall, associate director, Graduate Student Professional Development, CAPD; and Eric Grunwald, director of English Language Studies. This event was sponsored by the Office of Graduate Education, the Office of Postdoctoral Services, the Writing and Communication Center, MIT Career Advising and Professional Development , English Language Studies, and the MIT School of Engineering Communication Labs.

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Related links.

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• Published: 06 May 2024

Breaking bad news: A mix methods study reporting the need for improving communication skills among doctors in Pakistan

• Muhammad Ahmed Abdullah 1 ,
• Babar Tasneem Shaikh 1 ,
• Kashif Rehman Khan 2 &
• Muhammad Asif Yasin 3  

BMC Health Services Research volume  24 , Article number:  588 ( 2024 ) Cite this article

Metrics details

Effective skills and training for physicians are essential for communicating difficult or distressing information, also known as breaking bad news (BBN). This study aimed to assess both the capacity and the practices of clinicians in Pakistan regarding BBN.

A cross-sectional study was conducted involving 151 clinicians. Quantitative component used a structured questionnaire, while qualitative data were obtained through in-depth interviews with 13 medical educationists. The responses were analyzed using descriptive statistics and thematic analysis.

While most clinicians acknowledged their responsibility of delivering difficult news, only a small percentage had received formal training in BBN. Areas for improvement include time and interruption management, rapport building, and understanding the patients’ point of view. Prognosis and treatment options were not consistently discussed. Limited importance is given to BBN in medical education.

Training in BBN will lead to improved patient and attendants’ satisfaction, and empathetic support during difficult times.

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Introduction

The duties of physicians extend beyond providing an effective treatment to patients; they also encompass the development of strong communication skills and the establishment of trust with their patients [ 1 ]. This emphasis on communication is crucial as it enables patients to cope with the seriousness and severity of their illnesses, to make informed decisions regarding treatment options, and to manage potential side effects [ 2 ]. In recent years, there has been a shift in medical practice from a doctor-centered approach to a patient-centered one, where patients play a significant role in the decision-making process, ultimately leading to increased patient satisfaction [ 3 ]. However, physicians may find themselves burdened when faced with the task of breaking bad news, fearing the potential reactions of their patients [ 4 , 5 ]. Neglecting to address this challenge can have negative consequences in terms of patient-centered healthcare, as physicians’ reluctance to disclose a bad news may compromise mental and physical well-being of the patients, and at times of the family members too [ 6 ]. On the other hand, physicians are being uncomfortable with their own emotions and do not have enough coping skills to manage their emotions in the moment [ 7 ].

Research studies have documented the lack of training and protocols among doctors for breaking bad news. For instance, a research from Brazil revealed that none of the clinicians at a university hospital were aware of any specific protocol or guidelines for this purpose [ 5 ]. Similarly, in Canada and South Korea, physician training in breaking bad news is reported to be insufficient, and in many underdeveloped countries, it is virtually non-existent despite curricular reforms [ 8 ]. In Northern Portugal, a significant number of family physicians expressed apprehension about breaking bad news and deemed training in this area necessary [ 9 ]. In Iran, inadequate training was identified as the main reason behind physicians’ difficulty and fear in delivering bad news to patients, emphasizing the need for formal training in this domain [ 1 ]. In India, one research documented diverse opinions among oncologists regarding breaking bad news and sharing information with patients, accenting the necessity for physician training in this aspect [ 10 ]. Additionally, a study conducted in Pakistan identified a common reason for increasing violence against healthcare providers as the failure to communicate bad news in a timely and appropriate manner, highlighting the need for better preparation and communication skills during this process [ 4 ]. Several protocols and guidelines have been developed for breaking bad news, with the SPIKES protocol being one of the most widely used due to its comprehensive coverage of essential aspects, particularly the emotional aspect of the process [ 11 ]. This Six-Step Protocol for Delivering Bad News is SPIKES: S for setting up the meeting, P is assessing the patient’s perception, I for achieving the patient’s invitation, K is providing knowledge and information to the patient, E is addressing the patient’s emotions with empathic responses and S for strategy and summary.

Despite the recommendations of the Pakistan Medical and Dental Council to incorporate communication skills into formal medical curricula, and the ongoing discussions regarding medical curricular reforms in Pakistan over the past two decades, little progress has been made in this regard. This lack of action is evident from a recent study conducted in Peshawar, Pakistan [ 12 ]. Thus, the aim of our study was to assess the training as well as the practices of clinicians in Pakistan regarding BBN and provide recommendations for improvement.

Study design

This mixed methods study utilized a cross-sectional design to assess the training and practices of doctors in BBN. The study was conducted at five tertiary care hospitals located in the twin cities of Islamabad and Rawalpindi, namely, Akbar Niazi Teaching Hospital, Benazir Bhutto Hospital, Holy Family Hospital, NESCOM Hospital, and Combined Military Hospital. The data collection period was eight weeks in the first quarter of 2023 to ensure an adequate sample size and data representation. The study participants selected through a simple random sampling included medical personnel directly involved in healthcare delivery within the selected hospitals with a minimum of six months of clinical experience. Medical students and Basic Health Sciences faculty were excluded from the study sample.

Data collection

To collect the necessary data, a 25-item self-administered questionnaire was developed. The questionnaire encompassed two main sections. The first section focused on recording participants’ demographic information, including age, gender, designation, specialty, and years of experience. This section aimed to establish a comprehensive profile of the participating doctors, providing a contextual background for the subsequent analysis of their responses. The second section of the questionnaire delved into the participants’ knowledge and practices related to breaking bad news, drawing from the established SPIKES protocol [ 11 ]. This section comprised a series of questions designed to assess the doctors’ familiarity with the protocol, their adherence to its guidelines, and their overall comfort level in delivering challenging news to patients and their families. The SPIKES protocol, which stands for Setting, Perception, Invitation, Knowledge, Emotions, and Strategy, is a widely recognized framework for effective communication during difficult conversations. Before administering the questionnaire, a pilot study was conducted with ten doctors working in general practice clinics, in Rawalpindi/Islamabad, to ensure its clarity, comprehensibility, and relevance to the research objectives. Feedback from the pilot study participants was incorporated into the final version of the questionnaire to enhance its validity and reliability.

Sample size calculation

The sample size for this study was determined based on a 95% confidence level, considering a hypothesized population proportion of 11% with a 5% margin of error. The anticipated frequency of this outcome factor was derived from a previous study [ 13 ]. The population size was estimated to be 200,000. Using the formula for sample size calculation for frequency in a population (n = [DEFF * N * p * (1-p)] / [(d^2 / Z^2) * (N-1) + p * (1-p)]), where DEFF represents the design effect, N is the population size, p is the hypothesized proportion, d is the margin of error, and Z is the critical value corresponding to the desired confidence level, the required sample size was determined to be approximately 151 participants.

Data analysis and synthesis

After data collection, the collected data were subjected to comprehensive analysis using SPSS version 22.0. Descriptive statistics, such as frequencies and percentages were computed to summarize the data and gain insights into the training and practices of doctors in breaking bad news.

The qualitative part of the study aimed to gain insights into the practices and challenges associated with breaking bad news in a healthcare setting. The qualitative data were gathered through in-depth interviews with 13 medical educationists from Pakistan. Each interview lasted between 30 and 45 min and took place in the office spaces of the participants to ensure privacy and confidentiality. The participants were individuals who had been involved in teaching medicine for at least 5 years, including 6 clinicians, 4 individuals from medical education, and 3 from basic sciences departments. The interviews were conducted by the principal investigator along with a medical student who accompanied as a note-taker. Rigorous note-taking was done during the interviews to capture detailed information, and where possible, the interviews were audio recorded and later transcribed for analysis. The Braun and Clarke’s thematic analysis method was used as an iterative process which consisted of six steps: (1) becoming familiar with the data, (2) generating codes, (3) generating themes, (4) reviewing themes, (5) defining and naming themes, and (6) locating exemplars [ 14 ]. The analysis was conducted by carefully reading and familiarizing with the interview transcripts. Codes were generated to label and categorize meaningful segments of data, which were refined and grouped into broader themes. The research team engaged in discussions to validate the emerging themes and ensure the reliability of the analysis.

Demographic data of the participants showed that out of the total 151 respondents males were greater in number than females (62.3%), mean age was 30.7(± 8.6 SD) years and the proportion of house officers was the highest, as shown in Table  1 . Response rate of the employees of private hospitals was higher than that of the public sector and there were graduates from several medical institutions all over Pakistan.

Table  2 illustrates the responses to various questions related to BBN. Out of the total respondents, 74% reported that BBN was included in their daily duties, indicating that a significant majority of doctors in Pakistan are involved in delivering difficult news to their patients. However, only 9% of the participants reported receiving training specifically focused on BBN, while the remaining 91% had not received such training.

When considering the tenure of the BBN training, a small percentage of doctors (2%) reported receiving training during their MBBS education, followed by 3% during their house job, and 3% during postgraduate training. Surprisingly, the majority of respondents (92%) relied on personal experience rather than formal training to navigate the challenges of BBN. Regarding the availability of formal guidelines for BBN, only 10% of the participants reported having access to such guidelines, while the majority (90%) did not have formal guidelines to follow.

Maintaining privacy during the process of BBN was reported by 14% of the participants, indicating that privacy considerations may not be adequately addressed in some healthcare settings. Similarly, patient attendants’ involvement during the BBN was reported by 78% of the respondents, suggesting that involving family members or caregivers in the process is common.

When it comes to communication techniques during BBN, 64% of doctors reported sitting while delivering the news, while 36% did not. Time and interruption management, rapport building, patient perception exploration, and adequate patient speaking time were areas where improvements were needed, as reported by the participants.

Furthermore, while 52% of the respondents reported avoiding excessive bluntness and handling emotions appropriately, a considerable portion (48%) did not prioritize these aspects. Identification of emotional state, empathic response, and providing time for personal expression were areas where improvements were necessary, as reported by the participants. Moreover, the participants acknowledged the importance of avoiding jargon and technical terms (44%) and breaking the information into small chunks (45%) to enhance patient understanding. However, further efforts were needed to ensure that hopelessness was avoided during the conversation (50%).

Regarding prognosis and treatment options, 20% of the doctors reported discussing these aspects during BBN conversations, indicating that there is room for improvement in ensuring comprehensive information delivery and empathetic counseling.

In summary, the results highlight several areas where training and guidelines for BBN in Pakistan can be improved. The majority of doctors rely on personal experience rather than formal training, indicating a need for structured educational programs and guidelines in this critical area of healthcare communication. Privacy considerations, effective communication techniques, and emotional support for patients were identified as areas that require further attention and development. The findings emphasize the importance of enhancing training and providing formal guidelines to equip doctors with the necessary skills and strategies for delivering difficult news effectively and compassionately.

The qualitative component of the study involved in-depth interviews with 13 medical educationists from Pakistan. These interviews aimed to explore the level and standard of training on BBN in the curriculum and training of doctors in Pakistan. The interviews revealed several key themes that shed light on the current state of training and education in this area.

Theme 1: ambiguity in subject domains and integration of communication skills

The medical educationists expressed concerns regarding the lack of clarity in subject domains and the integration of communication skills into the medical curriculum. They suggested that communication skills, including BBN, should be incorporated into the community medicine curriculum. Furthermore, they proposed the introduction of family medicine as a dedicated subject at the undergraduate level, which would provide comprehensive training in communication skills and prepare doctors to handle sensitive conversations effectively.

One interviewee highlighted, “There is a lack of clarity when it comes to subject domains and the inclusion of communication skills in our medical curriculum. We believe that communication skills, including breaking bad news, should be integrated into the community medicine curriculum. Additionally, introducing family medicine as a dedicated subject at the undergraduate level would ensure that doctors receive extensive training in effective communication, addressing the emotional needs of patients and their families.” [P6].

This theme emphasizes the need for clear subject domains and the integration of communication skills including BBN within medical education. The proposal to introduce family medicine as an undergraduate subject reflects a holistic approach to training future doctors in effectively delivering difficult news and addressing the diverse needs of patients and their families.

Theme 2: limited importance of breaking bad news in medical education

The medical educationists expressed that at present BBN does not hold a significant place in the teaching and training of doctors in Pakistan. The focus is primarily on technical clinical knowledge and skill development, often neglecting important soft skills such as communication skills, research skills, and logistics. This lack of emphasis on communication training implies that doctors may not be adequately prepared to handle the complexities of BBN and managing the subsequent situations effectively.

During the interviews, one medical educationist highlighted, “In our curriculum, there is a major gap when it comes to training doctors in breaking bad news. The focus is more on technical aspects, and soft skills like communication are often overlooked. This can lead to doctors struggling in delivering difficult news and navigating the emotional complexities that follow.“ [P1].

The participants also expressed concerns about the limited exposure and opportunities for doctors to stay up to date with constantly evolving medical knowledge. They emphasized the importance of continuous professional development to ensure doctors are equipped with the latest information and best practices in BBN effectively.

One interviewee shared, “It is crucial for doctors to have appropriate exposure to stay updated with the latest medical knowledge. Breaking bad news requires not only clinical expertise but also an understanding of the emotional and psychological aspects. Continuous professional development programs can help doctors refine their skills and keep abreast of the advancements in this field.” [P3].

Theme 3: learning by example and long-term impact of communication

The interviewees emphasized that BBN cannot be solely taught through theoretical instruction but should be demonstrated through practical examples and role modeling. They highlighted the significance of the communication process itself, as it can have long-term effects on the lives of patients and their families.

An interviewee emphasized, “It’s not just about teaching the process of breaking bad news; it’s about demonstrating empathy, active listening, and providing support throughout the entire journey. Learning by example and observing experienced doctors can be invaluable in developing the necessary communication skills. We must realize that the way we communicate with people during difficult times can have a profound impact on their well-being.” [P2].

Theme 4: lack of standardized training and guidelines

The medical educationists highlighted the absence of standardized training programs and guidelines specifically tailored to breaking bad news in Pakistan. They emphasized the need for a structured curriculum that includes comprehensive training modules and clear guidelines to ensure consistent and effective communication when delivering difficult news.

One interviewee stated, “There is a lack of standardized training and guidelines for breaking bad news in our medical education system. Without a structured curriculum and clear guidelines, doctors may face challenges in approaching these sensitive conversations. Establishing standardized training programs would provide doctors with the necessary tools and frameworks to navigate such situations effectively.” [P4].

Theme 5: inter-professional collaboration and team-based approach

The interviewees emphasized the importance of inter-professional collaboration and a team-based approach in BBN. They highlighted the need for effective communication and coordination among healthcare professionals, including doctors, nurses, psychologists, and social workers, to provide comprehensive support to patients and their families.

One medical educationist shared, “Breaking bad news is a complex process that requires a team-based approach. It is crucial for doctors to collaborate with other healthcare professionals, such as nurses, psychologists, and social workers, to ensure holistic care and support for patients and their families. Promoting effective inter-professional communication is essential in delivering sensitive news with empathy and addressing the diverse needs of patients.” [P7].

The present study aimed to explore the practices and training of clinicians in BBN to patients and their care givers in Pakistan. The combination of quantitative and qualitative findings, along with comparisons drawn from other studies conducted in developing countries, provides a comprehensive understanding of the current state of BBN practices and training in Pakistan and its relation to similar contexts.

Breaking bad news is part of the daily duties of almost all the clinicians. A study conducted in Sudan found that 56% of physicians had received training in BBN, indicating a relatively lower percentage compared to our study [ 15 ]. Similarly, a study from Ethiopia reported that 82% of participant physicians were not even aware of the SPIKES protocol, and 84% had no formal or informal training in BBN [ 8 ]. These findings suggest that the level of training and awareness regarding BBN varies across different developing countries. In our study revealed that only 9% of the participants reported receiving formal training specifically focused on BBN. This finding is consistent with studies conducted in other developing countries. For instance, a study from Lahore, Pakistan, involving postgraduate trainees, found a lack of knowledge and low satisfaction regarding BBN skills [ 16 ]. Similarly, a study in Peshawar, Pakistan, reported that 95% of participants had no training in BBN, highlighting a common gap in training among healthcare professionals [ 12 ]. Despite the fact that there is no formal training on BBN, the self-reported data in our study is quite positive.

The qualitative component of the study added valuable insights to complement the quantitative findings. Through in-depth interviews, participants’ experiences, perspectives, and challenges regarding BBN were explored. This approach provided a deeper understanding of the participants’ thoughts, emotions, and contextual factors influencing their communication practices. Themes and patterns emerged, offering a nuanced understanding of the quantitative results. The qualitative component also captured participants’ perceptions of training effectiveness, suggestions for improvement, and barriers to implementing optimal communication practices. Nonetheless, respondents were of the view that either at undergraduate or as part of the continuing education, inclusion of BBN training must be considered and that there should be a structured curriculum. However, there is an incongruent viewpoint too where some respondents said that skills of BBN come with experiential learning and maturity, and that it is about exhibiting one’s empathetic attitude and care during difficult times. This mixed methods approach allowed for a comprehensive examination of the research questions, generating practical implications for improving physician practices in breaking bad news [ 16 , 17 ].

Comparisons drawn from other developing countries also highlight the need for standardized training programs and guidelines for BBN. For instance, according to one research, adherence to the SPIKES protocol varied among participants, with 35–79% claiming to follow the protocol in routine practice [ 15 ]. Similarly, a study in Ethiopia found that a significant percentage of physicians were not complying with the guidelines of BBN [ 17 ]. These findings indicate the need for structured curricula and clear guidelines to ensure consistent and effective communication skills amongst doctors [ 18 ]. The importance of paying enough attention to the emotions of the recipient and the need to provide support after breaking bad news cannot be undermined at all [ 19 ]. A cultural shift is required within the medical profession and healthcare more generally so that BBN is viewed not merely as a soft skill but a professional responsibility for the doctor and a right for the patients and families who wish to have it [ 20 ].

Limitations

Our study has few limitations too. Very few participants were of the consultant cadre, most of the responded were junior doctors. Patients as well as the care givers are important stakeholders in this issue. Their views and perceptions were not explored in qualitative component of the study.

This study offers valuable insights into the practices and training of clinicians involved in BBN in Pakistan. Comparisons with other studies conducted in developing countries reveal both similarities and differences in BBN practices and training. The findings underscore the necessity of standardized training programs, formal guidelines, and improved communication skills education within medical curricula across developing nations. Recommendations arising from this study include integrating communication skills into the medical curriculum, developing standardized training programs, promoting continuous professional development, fostering inter-professional collaboration, and recognizing the importance of communication skills. By taking these steps, healthcare professionals will be equipped with the necessary tools to navigate the complexities of breaking bad news effectively and to provide compassionate care. Collaboration among medical institutions, policymakers, and regulatory bodies is essential to prioritize communication skills training, establish clear guidelines, and emphasize the value of empathetic and effective communication. Efforts should be directed towards increasing awareness, providing comprehensive training, and emphasizing the significance of effective communication when delivering difficult news, thus ensuring optimal patient care and support during challenging situations. Implementation of these recommendations will enhance the delivery of difficult news, increase patient satisfaction, and ensure comprehensive support during challenging times.

Data availability

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

Authors acknowledge the time given by the participants to answer our study questions and also for validating the transcripts.

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MAA & BTS were involved in conception and design of the study; MAA, KRK and MAY did the data collection, analysis and interpretation of the literature; and later developed the first draft of the paper; BTS helped in triangulation and contributed in revising it critically for substantial intellectual content and for adding references. All authors read and approved the final manuscript.

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Correspondence to Babar Tasneem Shaikh .

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Abdullah, M.A., Shaikh, B.T., Khan, K.R. et al. Breaking bad news: A mix methods study reporting the need for improving communication skills among doctors in Pakistan. BMC Health Serv Res 24 , 588 (2024). https://doi.org/10.1186/s12913-024-11056-2

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