{"id":11094,"date":"2026-09-01T00:07:00","date_gmt":"2026-09-01T08:07:00","guid":{"rendered":"https:\/\/www.osmosis.org\/blog\/?p=11094"},"modified":"2026-08-27T14:26:51","modified_gmt":"2026-08-27T22:26:51","slug":"how-to-teach-patient-centered-care-skills-to-healthcare-students","status":"publish","type":"post","link":"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students","title":{"rendered":"How to Teach Patient-Centered Care Skills to Healthcare Students"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_86 ez-toc-wrap-center counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">In This Article<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Define_Patient-Centered_Care_for_Learners\" >Define Patient-Centered Care for Learners<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Empathy_and_Respect\" >Empathy and Respect<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Active_Listening_and_Communication\" >Active Listening and Communication<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Shared_Decision-Making\" >Shared Decision-Making<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Cultural_Competence\" >Cultural Competence<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Start_Early_Embedding_Patient-Centered_Skills_from_Day_One\" >Start Early: Embedding Patient-Centered Skills from Day One<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Use_Active_Learning_to_Teach_Communication_Skills\" >Use Active Learning to Teach Communication Skills<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Practice_with_Role-Playing\" >Practice with Role-Playing<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Use_Standardized_Patient_Encounters\" >Use Standardized Patient Encounters<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Build_Reflection_into_Small_Groups\" >Build Reflection into Small Groups<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Model_Patient-Centered_Care_as_an_Educator\" >Model Patient-Centered Care as an Educator<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Bringing_Patient-Centered_Care_into_Everyday_Practice\" >Bringing Patient-Centered Care into Everyday Practice<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Key_Takeaways\" >Key Takeaways<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-teach-patient-centered-care-skills-to-healthcare-students\/#Resources\" >Resources<\/a><\/li><\/ul><\/nav><\/div>\n\n<p class=\"wp-block-paragraph\">Healthcare is constantly changing, and so are the <strong>skills future healthcare professionals need to succeed.<\/strong> Today, it\u2019s not enough for students to simply diagnose and treat a condition. They also need to <strong>understand the person behind the diagnosis and make patients feel heard, respected, and involved in their care.<\/strong> That\u2019s the heart of <strong>patient-centered care.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.partnermd.com\/blog\/the-state-of-primary-care-in-2025-survey-findings-on-wait-times-rushed-visits-and-preventive-care\">A&nbsp;PartnerMD&nbsp;survey<\/a> of more than 500 respondents found that <strong>68% of patients say their primary care visits feel rushed, while 80% worry that important health issues will go unnoticed.<\/strong> These findings highlight the need for healthcare professionals who can <strong>communicate effectively and make the most out of every patient interaction.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Medical educators have an opportunity to <strong>introduce patient-centered care early and give students meaningful ways to practice it.<\/strong> By integrating these skills early, giving students plenty of opportunities to practice, and demonstrating what patient-centered care looks like in action, <strong>your students will graduate better prepared to deliver compassionate, high-quality care.<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Define_Patient-Centered_Care_for_Learners\"><\/span>Define Patient-Centered Care for Learners<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Before students can put patient-centered care into practice, <strong>they need to understand what it looks like.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Patient-centered care can feel like a broad or abstract concept, so breaking it down into specific skills makes it easier for students to understand and apply. <strong>Four key areas to emphasize are <a href=\"https:\/\/www.osmosis.org\/blog\/how-to-practice-empathy-as-a-nurse-and-why-you-should\">empathy<\/a><\/strong> <strong>and respect, active listening and <a href=\"https:\/\/www.osmosis.org\/blog\/small-communication-choices-that-improve-patient-care\">communication<\/a>, shared decision-making, and <a href=\"https:\/\/www.osmosis.org\/blog\/how-to-become-a-culturally-competent-clinician\">cultural competence<\/a>.<\/strong><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Empathy_and_Respect\"><\/span>Empathy and Respect<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">At its core, <strong>patient-centered care starts with seeing the patient as a person, not simply as a diagnosis, case, or set of symptoms.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Students should learn how to approach every patient with <strong>empathy, respect, and an understanding that each person brings their own experiences and concerns to the healthcare setting.<\/strong> Even small actions, such as introducing themselves, maintaining appropriate eye contact, or acknowledging a patient&#8217;s concerns, can help establish trust.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Active_Listening_and_Communication\"><\/span>Active Listening and Communication<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.osmosis.org\/blog\/how-to-build-learner-communication-skills-to-boost-clinical-competence\">Effective communication<\/a> involves more than asking the right questions. Students also need to learn <strong>how to listen carefully to what patients are saying and what they may be struggling to express.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Teaching students to use <strong>open-ended questions, avoid unnecessary medical jargon, clarify misunderstandings, and reflect what they\u2019ve heard<\/strong> helps them become more effective communicators.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Shared_Decision-Making\"><\/span>Shared Decision-Making<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Patient-centered care also means recognizing that <strong>patients should have a voice in decisions about their health.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Students learn to <strong>explain treatment options clearly, discuss potential benefits and risks, and ask about a patient\u2019s preferences and goals.<\/strong> Rather than simply telling patients what they should do, future healthcare professionals learn to <strong>partner with them in making informed decisions.<\/strong><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Cultural_Competence\"><\/span>Cultural Competence<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Every patient comes from a different background, with their own culture, beliefs, values, language, and experiences. <strong>These factors can influence how patients understand illness, approach treatment, and interact with healthcare professionals.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Helping students recognize these differences and <strong>approach them with curiosity rather than assumptions<\/strong> prepares them to provide more respectful and inclusive care.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Start_Early_Embedding_Patient-Centered_Skills_from_Day_One\"><\/span>Start Early: Embedding Patient-Centered Skills from Day One<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC6442250\/\">Research suggests<\/a> that <strong>introducing communication and patient-centered care concepts during the preclinical years gives students time to practice these skills before they&#8217;re navigating the pressures of real-world clinical environments.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">One way to do this is to <strong>introduce communication training alongside foundational science courses.<\/strong> Even when students are learning anatomy, physiology, or pathology, you can incorporate patient stories and scenarios that remind them how these concepts connect to real people.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For example, instead of teaching a disease solely through its pathophysiology, you might introduce a case that includes the patient&#8217;s concerns, lifestyle, family situation, or barriers to care. Students then consider not only What is happening physiologically? but also <strong>What might this experience be like for the patient?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Case-based learning (CBL) can be especially useful here.<\/strong> Realistic cases give students an opportunity to <strong>connect foundational knowledge with the human side of healthcare.<\/strong> They practice thinking through how they would explain a diagnosis, respond to a patient&#8217;s concerns, or involve a patient in treatment decisions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This approach has strong support from educators: <strong>96% of faculty in<\/strong> <strong><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC8641758\/\">one study<\/a><\/strong> <strong>agreed that CBL was an effective way to develop concepts, while nearly 81% felt it enabled students to learn more with less effort; importantly, the study also found significant improvements in clinical decision-making.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The earlier these skills are introduced, the more naturally they become part of a student&#8217;s approach to patient care. Rather than trying to correct communication gaps later, <strong>you help students develop strong habits from the beginning.<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image alignleft size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" height=\"935\" width=\"1024\" src=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/09\/Listening-to-patient.png?w=1024\" alt=\"Osmosis.org style illustration of a healthcare professional wearing a stethoscope listening attentively to a seated patient during a consultation.\" class=\"wp-image-11103\" style=\"aspect-ratio:1.0941099172914894;width:385px;height:auto\" srcset=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/09\/Listening-to-patient.png 1400w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/09\/Listening-to-patient.png?resize=300,274 300w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/09\/Listening-to-patient.png?resize=768,702 768w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/09\/Listening-to-patient.png?resize=1024,935 1024w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Use_Active_Learning_to_Teach_Communication_Skills\"><\/span>Use Active Learning to Teach Communication Skills<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Students can read about empathy, active listening, and shared decision-making, but they need opportunities to practice these skills if they&#8217;re going to feel comfortable using them with real patients.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><a href=\"https:\/\/www.osmosis.org\/blog\/5-quick-reads-that-will-elevate-active-learning-in-your-classroom\">Active learning<\/a><\/strong> <strong>gives students that opportunity.<\/strong><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Practice_with_Role-Playing\"><\/span>Practice with Role-Playing<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Role-playing exercises give students a <strong>low-stakes environment to practice difficult conversations.<\/strong> One student might take on the role of a healthcare professional while another plays the patient, with scenarios ranging from delivering difficult information to addressing treatment concerns.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The goal isn&#8217;t necessarily to get every conversation perfect. It&#8217;s to give students a chance to <strong>try, make mistakes, receive feedback, and try again.<\/strong><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Use_Standardized_Patient_Encounters\"><\/span>Use Standardized Patient Encounters<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Standardized patient encounters and objective structured clinical examinations (OSCEs)<\/strong> take this practice a step further by creating realistic interactions that allow students to demonstrate their communication skills.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">These encounters assess more than whether students ask the correct clinical questions. You can also evaluate whether students <strong>listen attentively, demonstrate empathy, explain information clearly, and involve the patient in the conversation.<\/strong><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Build_Reflection_into_Small_Groups\"><\/span>Build Reflection into Small Groups<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Small group discussions help students <strong>think more deeply about what effective patient-centered care looks like in practice.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">After a role-play, case, or standardized patient encounter, ask students to reflect on questions such as:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>What went well during the interaction?<\/strong><\/li>\n\n\n\n<li><strong>How did the patient&#8217;s perspective influence the conversation?<\/strong><\/li>\n\n\n\n<li><strong>Was there a moment when the communication could have been more empathetic or inclusive?<\/strong><\/li>\n\n\n\n<li><strong>How might the patient&#8217;s cultural background or personal preferences affect their care?<\/strong><\/li>\n\n\n\n<li><strong>What would you do differently next time?<\/strong><\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Reflection helps students move beyond simply completing an exercise and encourages them to <strong>think critically about their own communication habits.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Active learning moves patient-centered care from theory into practice.<\/strong> Students get to experiment with different approaches, receive feedback, and build confidence in a safe environment before they&#8217;re responsible for navigating these conversations independently.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Model_Patient-Centered_Care_as_an_Educator\"><\/span>Model Patient-Centered Care as an Educator<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Students aren&#8217;t learning only from what&#8217;s written in the syllabus. <strong>They&#8217;re also watching how you interact with them, their peers, patients, and other members of the healthcare team.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In other words, <strong>faculty behavior sets the standard.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">If you want students to communicate with empathy and respect, <strong>those qualities should be visible in the learning environment.<\/strong> That might mean taking time to listen when a student has a concern, responding respectfully to different perspectives, or using inclusive language when discussing patients and their experiences.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">You can also share real clinical experiences that demonstrate what patient-centered care looks like and where it can be challenging. Talking honestly about difficult conversations, communication missteps, or moments when listening to a patient changed the course of care helps students see these skills as <strong>practical, everyday parts of healthcare rather than abstract competencies.<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Bringing_Patient-Centered_Care_into_Everyday_Practice\"><\/span>Bringing Patient-Centered Care into Everyday Practice<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Patient-centered care is an essential part of modern healthcare<\/strong>, and you can help students build these skills long before they enter clinical practice. <strong>Start by defining what patient-centered care looks like, introduce it early, give students opportunities to practice, and model the communication and empathy you want them to develop.<\/strong> With consistent reinforcement, these skills become a natural part of how future healthcare professionals approach every patient and clinical interaction.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Key_Takeaways\"><\/span>Key Takeaways<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Patient-centered care is built on empathy, respect, active listening, shared decision-making, and cultural competence.<\/strong><\/li>\n\n\n\n<li><strong>Introducing these skills early helps students develop stronger communication habits before entering high-pressure clinical environments.<\/strong><\/li>\n\n\n\n<li><strong>Case-based learning, role-playing, standardized patients, and reflection give learners practical opportunities to apply patient-centered skills.<\/strong><\/li>\n\n\n\n<li><strong>Faculty behavior matters because students learn from how educators communicate, respond to concerns, and model respect in clinical and classroom settings.<\/strong><\/li>\n\n\n\n<li><strong>Consistent practice and reinforcement help patient-centered communication become a routine part of future clinical care.<\/strong><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Resources\"><\/span>Resources<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.partnermd.com\/blog\/the-state-of-primary-care-in-2025-survey-findings-on-wait-times-rushed-visits-and-preventive-care\">https:\/\/www.partnermd.com\/blog\/the-state-of-primary-care-in-2025-survey-findings-on-wait-times-rushed-visits-and-preventive-care<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC6442250\/\">https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC6442250\/<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC8641758\/\">https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC8641758\/<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.osmosis.org\/blog\/5-quick-reads-that-will-elevate-active-learning-in-your-classroom\">https:\/\/www.osmosis.org\/blog\/5-quick-reads-that-will-elevate-active-learning-in-your-classroom<\/a><\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Discover how Osmosis enables active, personalized learning for academic success and student well-being.<\/strong> <a href=\"https:\/\/www.elsevier.com\/products\/osmosis\/contact-sales\"><strong>Schedule a call today!<\/strong><\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Patient-centered care starts with more than clinical knowledge. Explore how educators can help students build empathy, communication, shared decision-making, and inclusive care skills from the beginning of their training.<\/p>\n","protected":false},"author":179,"featured_media":11098,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[10,17],"tags":[468,3128,825,401,205,572,1777,215,84,3397,462,152,941,2930,3398],"class_list":["post-11094","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-clinical-skills","category-educators","tag-active-learning","tag-case-based-learning","tag-clinical-education","tag-communication-skills","tag-cultural-competence","tag-empathy","tag-faculty-development","tag-healthcare-education","tag-medical-education","tag-osce","tag-osmosis","tag-patient-engagement","tag-patient-centered-care","tag-shared-decision-making","tag-standardized-patients"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.6 - 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