This study examines the influence of stereotyped gender-role depictions on attitudes towards integrated social marketing communication (ISMC) through an application of Gender-Role Theory and the Stereotype Content Model. One hundred and seventy five participants completed surveys measuring their cognitive and affective attitudes towards four advertisements that varied in gender-role congruency (congruent/incongruent) and stereotype content (paternalistic/contemptuous). The advertisements targeted male perpetrated partner violence (congruent/contemptuous); female perpetrated partner violence (incongruent/contemptuous); regretful sex experienced by a female (congruent/paternalistic); and regretful sex experienced by a male (incongruent/paternalistic). Findings revealed cognitive attitudes were more favorable when the gender of the depicted character and target behavior were consistent with gender-role stereotypes. Affective attitudes varied as a function of stereotype content. Participants’ affective attitudes were more favorable towards advertisements depicting paternalistic behavior compared to contemptuous behavior. The findings question the role of affective attitudes in evaluating ISMC advertisements and raise ethical questions regarding social marketing.

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Introduction: Effective patient–practitioner communication contributes to patient health outcomes by strengthening therapeutic relationships and, in the process, contributing to overall quality of patient care. Despite the growth of student-led university teaching clinics, little research has investigated communication skills within this context. Therefore, the aim of this study was to investigate the patient-perceived levels of communication and interpersonal skills within a student-led allied health clinic.Methods: The Communication Assessment Tool (CAT) was used to collect cross-sectional data on patients’ perceptions of student communication and interpersonal skills within an osteopathy teaching clinic. Data were analysed via descriptive and inferential statistics.Results: According to the CAT, patients perceived the students’ communication and interpersonal skills to be “excellent” overall (97.2%). No significant differences were found between percentage of “excellent” responses and gender (p = .600), number of consultations (p = .374) or pain duration (p = .741).Conclusions: Patients in this setting perceive student communication and interpersonal skills to be of a high standard. This can contribute positively to the patient–practitioner therapeutic alliance and may improve overall health outcomes. These findings have implications for communication training within student-led health professions clinics and tertiary curricula more broadly.