Abstract

Background: Communication skills have no clear curriculum in most Iraqi medical colleges. This shortcoming of education is reflected on doctor centered approach practice.
Objectives: To identify challenges facing the introduction of communication skills into medical education.
Methods:  A questionnaire-based study was conducted to explore the opinion of healthcare professionals regarding challenges facing the introduction of communication skills in their institutions.
Results: One hundred forty-four participants responded. The frequency of challenges related to medical practice, education, and patients was 36%, 44%, and 20% respectively. Forty-four participants (30.5%) mentioned that challenges related to the medical colleges’ adoption of the traditional subject-based curriculum, and biomedical approach, with nearly the same frequency of the participants, related challenges to the lack of a clearly defined curriculum, and (23%) due to scarcity of human, financial, and logistical resources.
Medical practice-related challenges include doctor-centred approach and neglect of patients' psychosocial aspects in the frequency of 44% and 28% respectively. Twelve respondents (8%) believe that doctors’ use of medical jargon hinders the patient's contribution to the medical interview.
Low health literacy, language, and cultural metaphors constituted 71%, and 15% respectively.
There is no significant statistical difference in challenges in relation to specialty, workplace, sex, and years of practice.
Conclusion:  Multiple levels of challenges need systematic review in educational curricula, medical practice, and social determinants.