Abstract
This study investigates the effectiveness of learner-centered communication training in undergraduate medical education by examining the outcomes of simulation-based learning, case-based discussions, and structured observation with feedback. The findings demonstrate that experiential teaching methods significantly improve students’ communication competence by enhancing empathy, active listening, patient-centered interviewing, reflective practice, and intercultural awareness. At the same time, the study identifies persistent challenges in translating theoretical communication knowledge into authentic clinical practice, particularly during emotionally demanding interactions such as breaking bad news and communicating across cultural differences.
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