Plain language communication as a priority competency for medical professionals in a globalized world

Abstract

This brief report aims to highlight the impact of globalization – the international movement of goods, people, and ideas – on patient-provider communication in medical training and practice, and how the implementation of plain language communication training as a core competency for care providers can mitigate this impact. Globalization influences both patient and provider population diversity, which presents challenges with regard to patient-provider communication, particularly in cases of limited health literacy. Plain language communication - the delivery of information in a simple, succinct, and accurate manner - can help address these challenges. Training in plain language communication, however, is not a part of standard education for health care providers. Based on a synthesis of relevant literature pertaining to globalization, plain language communication, and medical education curricula, it is hoped that the information presented establishes the need for plain language communication as a core competency in medical education to enable providers to better meet the needs of an increasingly globalized health system.

Homelessness, Cancer and Health Literacy: A Scoping Review

“…From a practical point of view, it is easier to build the communication skills of health care providers than to improve the health literacy of every patient. 13,57 As found in the literature reviewed here, one-on-one communication allows health care providers to tailor the information to the individual patient, and uncover barriers to care and knowledge gaps. 53,57 Creating health literacy training (e.g., through the use of plain language, teaching back) as a requirement of health care provider education is one possible approach toward embedding health literacy communication practices into health care provider training programs.…”

“…13,57 As found in the literature reviewed here, one-on-one communication allows health care providers to tailor the information to the individual patient, and uncover barriers to care and knowledge gaps. 53,57 Creating health literacy training (e.g., through the use of plain language, teaching back) as a requirement of health care provider education is one possible approach toward embedding health literacy communication practices into health care provider training programs. 57 In addition, as noted in this literature review, health care providers can neglect to provide counselling or off er screening due to implicit bias, 26,58 but this review recognizes that health care providers may also be ill-equipped to introduce preventive counselling, address misconceptions about cancer screening, and off er screening opportunities during clinical encounters.…”

Propelling a New Era of Patient Education into Practice—Cancer Care Post–COVID-19

“… 1 Although the science of patient education and health communication has steadily progressed, only modest gains have been realized in routine clinical cancer care. 4 This is attributable to a number of factors, including a lag in translating evidence to action at the health systems level; the lack of widespread adoption of patient education skills competency development in health professional training programs 7 ; competing priorities in clinics, including time constraints, 8 lack of health care provider awareness of and access to quality patient education materials 8 ; and challenges with traditional models for patient education. This editorial will focus on how the move to virtual care to contain the spread of COVID-19 has provided an opportunity for advancing digital patient education.…”

Multilingual Global E-Learning Pediatric Endocrinology and Diabetes Curriculum for Front Line Health Care Providers in Resource-Limited Countries: Development Study

“…But, specifically, cultural aspects should also be considered. The importance of culture, defined as the shared ideas, meanings, and values that are acquired by individuals as members of a society, lies in the influence it has on how individuals relate to the health information they are presented with, and in the fundamental relationship they have with the concepts of health and illness [ 22 ]. Tutors must take into consideration the cultural and demographic background of their learners to fully enhance content delivery and maximize subsequent knowledge potential.…”