Proficiency in Local Language and Communication Skill Are Essential for Effective Communication in Multilingual Settings

Dear Editor,

I read with great interest the article titled “English Workshops with Simulated Patients and Peers Reduce Medical Students’ Apprehension About Speaking in English” by Codron et al. [1]. The findings resonate strongly with the challenges faced by medical students in multilingual settings. The authors explored how workshops and communication with simulated patients increase students’ capability for effective communication in English. However, multilingual countries like India face unique challenges.

In India, people speak different languages across states with the country having 22 scheduled languages. Students in high school commonly learn two languages (e.g., Hindi and English). In addition, many state education boards offer high school education in the vernacular language (e.g., in West Bengal, subjects like Physics, Chemistry, and Biology are taught in Bengali). When these students enter undergraduate medical studies, they learn medical sciences in English [2].

India’s multilingualism presents unique challenges in medical education. Many students are exposed to English after high school education in vernacular languages. This shift creates a steep learning curve, as students may struggle to grasp English medical literature. Additionally, communicating with patients in Hindi or the regional language of the state where the college is located adds complexity. Translating medical jargon into local languages or adapting to regional dialects often leads to miscommunication, creating barriers to effective patient care [3]. The constant code-switching among English, Hindi, and regional languages can also lead to cognitive fatigue.

Proficiency in English grants access to global knowledge and opportunities, while fluency in local languages bridges healthcare gaps, ensuring equitable patient care [4]. To maximize these advantages, targeted language support, including English proficiency training and workshops on medical translation into vernacular languages, can help students navigate the multilingual demands of medical education.

In India, medical students learn communication skills either through the integrated “Attitude, Ethics, and Communication” module or informally by observing their seniors [5]. However, there is a need for local language proficiency to ensure effective communication with patients. Therefore, training in local languages is essential for medical students in multilingual countries like India.

Figure 1 shows a roadmap according to the taxonomy of learning. Medical instructors may teach and demonstrate the communication in local language and students can acquire basic knowledge on “what” (knows) and “how” (knows how). Then they “practice” (shows how) on simulated patients and real patients (does) under supervision of the instructors. Such a program would provide students with the tools to navigate challenging patient interactions, especially in diverse linguistic and cultural environments. It would also equip them with strategies to communicate medical information clearly in both English and regional languages, ensuring better patient outcomes and reducing misunderstandings.

Fig. 1.

Teaching–learning strategies of communication skill in local language

Data Availability

All data presented in the letter.

Declarations

Ethics Statement

This letter to the editor does not contain any study data; hence, ethics clearance is not required.

Conflict of Interest

The author declares no competing interests.