Scribd
Upload
8 views2 pages

Document

The document reflects on a group activity focused on verbal communication during a clinical scenario discussion. The author highlights their role as a coordinator, emphasizing the importance of clear speech, active listening, and inclusive dialogue while also acknowledging areas for improvement, such as reducing interruptions and filler words. The author aims to enhance their communication skills for better teamwork and patient care in their future medical career.

Uploaded by

ccjc9v8kmw
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
8 views2 pages

Document

The document reflects on a group activity focused on verbal communication during a clinical scenario discussion. The author highlights their role as a coordinator, emphasizing the importance of clear speech, active listening, and inclusive dialogue while also acknowledging areas for improvement, such as reducing interruptions and filler words. The author aims to enhance their communication skills for better teamwork and patient care in their future medical career.

Uploaded by

ccjc9v8kmw
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Reflection on Group Activity: Verbal Communication

During a recent small group session in our professional skills module, we were assigned a
task to discuss a clinical scenario in groups and present our findings. I actively participated in
this activity, taking on the role of group coordinator to help ensure our discussion was
productive and everyone’s voice was heard.

Throughout the discussion, I practiced and observed the importance of verbal


communication. I made sure to speak clearly and at an appropriate pace, especially when
summarizing the patient history and our proposed management plan. I also used open-ended
questions to encourage input from quieter group members, which helped build a more
inclusive and collaborative environment. For example, when someone seemed unsure, I
gently asked for their opinion or built on their point to give them confidence.

One area where I felt I communicated effectively was when I restated complex information in
simpler terms to ensure the entire group was on the same page. This was especially important
when discussing medical terminology, as not everyone was equally confident with the
vocabulary. Additionally, I paid attention to my tone and body language to reinforce my
words and make the interaction more engaging and respectful.

However, I also identified areas for improvement. At times, I noticed I interrupted others
unintentionally when I got too enthusiastic about a point. In future interactions, I plan to
focus more on active listening—letting others finish their thoughts completely before
responding. I also want to work on reducing filler words and making my speech more
concise, especially when under time constraints.

Reflecting on this experience, I realized that verbal communication is not just about speaking
—it’s about listening, responding appropriately, being mindful of non-verbal cues, and
adapting your style to the situation. These skills are essential in both academic teamwork and
clinical settings where clear, respectful, and empathetic communication can directly impact
patient care and team efficiency.

Going forward, I aim to practice these skills more intentionally, perhaps by volunteering to
lead more discussions and seeking feedback from peers and mentors. By refining my
communication, I hope to become not only a better student but also a more effective and
compassionate future doctor.

You might also like