Evaluation of Communication Skills Training Programs in Improving Doctor–Patient Interaction
Submission: 01 January 2026 | Acceptance: 20 February 2026 | Publication: 24 April 2026
Syeda Maryam Tanweer1, Hamda Syed2, Dr Nameera Agha3, Dr Fatima Khaliq4, Prof. Dr Azfar Farogh5, Dr Asma Hassan6
1Lecturer, Department of Medical Education, Fazaia Ruth Pfau Medical College, Karachi
2Lecturer, Department of Pathology, Dow Dental College DUHS
3Senior Lecturer, Directorate of Education Development, Ziauddin University
4Assistant Professor, Dental Education, Bahria University Health Sciences Campus, Karachi
5Professor of Medicine, and Dean Shahida Islam Medical College, Lodhran
6Assistant Professor Pulmonology, Shahida Islam Medical College, Lodhran
ABSTRACT:
Introduction: Effective doctor–patient communication is a fundamental component of quality healthcare, influencing patient satisfaction, adherence to treatment, and clinical outcomes. In recent years, structured communication skills training programs have been introduced in medical institutions to enhance interpersonal competencies among healthcare professionals. However, evidence regarding their effectiveness in real-world clinical settings remained limited.
Aim: This study was conducted to evaluate the effectiveness of communication skills training programs in improving doctor–patient interactions among healthcare professionals.
Methods: This descriptive cross-sectional study was conducted at Mayo Hospital over a duration of one year, from May 2025 to April 2026. A total of 90 doctors were included in the study through convenient sampling. Participants underwent a structured communication skills training program focusing on verbal and non-verbal communication, empathy, active listening, and patient counseling. Data were collected using a pre-validated questionnaire assessing key domains of doctor–patient interaction, including clarity of communication, empathy, patient engagement, and overall satisfaction. Assessments were conducted before and after the training program. Data were analyzed using statistical software, and paired comparisons were made to evaluate improvements.
Results: The findings demonstrated a significant improvement in overall communication skills following the training program. The mean communication score increased from 58.4 ± 8.7 (pre-training) to 78.9 ± 7.5 (post-training). Notable enhancements were observed in empathy (increase of 32%), active listening (29%), and patient engagement (35%). Additionally, patient satisfaction scores improved substantially, with 82% of patients reporting better interaction quality after the intervention compared to 46% before training. The results indicated that structured training had a statistically significant positive impact (p < 0.05) on doctor–patient communication.
Conclusion: The study concluded that communication skills training programs were effective in significantly improving doctor–patient interactions. Incorporating such training into routine medical education and professional development programs can enhance healthcare delivery and patient satisfaction.
Keywords: Doctor–patient communication, Communication skills training, Patient satisfaction, Medical education, Empathy, Clinical interaction.