Speak My Gen Z Language: Development and Pilot Evaluation of a Communication Skills Manual for Future Global Healthcare Professionals

Abstract

Background
Effective communication is a core competency for healthcare professionals and is fundamental to patient-centred care, professionalism, and safe clinical practice. However, medical students often experience challenges translating communication theories into authentic clinical encounters. Contemporary medical education requires innovative approaches that integrate communication teaching longitudinally while supporting active learning, reflection, feedback, and clinical application.
The increasing presence of Generation Z learners in medical schools has created a need for educational resources that combine established communication frameworks with digitally enhanced, interactive, and learner-centred approaches. This short communication describes the development and pilot evaluation of the Speak My Gen Z Language Communication Skills Manual, a curriculum-integrated innovation designed to support communication skills development among undergraduate medical students.
Innovation
The manual was developed using the Calgary–Cambridge communication framework and competency-based medical education principles. It integrates communication skills across preclinical and clinical learning, including history taking, physical examination communication, procedural communication, professionalism, feedback, reflection, inclusivity, simulation, formative Objective Structured Clinical Examination (OSCE) preparation, and remediation pathways. To enhance engagement among Generation Z learners, the manual incorporates video-based learning resources, practical clinical examples, reflective activities, and an illustrated peer guide named “Nikki”.
Evaluation
Following one year of implementation, a pilot evaluation was conducted among 37 Year 1 Semester 2 medical students using a five-point Likert-scale questionnaire and open-ended feedback. Students reported positive perceptions of the manual, with 86.4% agreeing or strongly agreeing that it was helpful and relevant to their learning, and 83.7% reporting that it was clear, understandable, and easy to navigate. Qualitative feedback highlighted strengths related to organisation, practical relevance, curriculum integration, and visual engagement.
Conclusion
The Speak My Gen Z Language Communication Skills Manual demonstrates the feasibility of integrating a learner-centred, digitally enhanced communication resource within an undergraduate medical curriculum. Preliminary findings indicate high student acceptability and perceived educational value. Further evaluation using objective measures of communication competency is warranted.