Development and Feasibility of a Communication Accommodation Training Module for Health Profession Students
Year: 2026
Type: preprint
Study design: Clinical Trial
Abstract: Objectives Health professions students often receive limited training on how to adjust their communication for patients whose first language is not English (LX), despite the risks for diagnosis, treatment, and patient trust. Based on Communication Accommodation Theory, we developed a brief module to improve students’ awareness and knowledge of strategic communication adjustments for LX patients. Methods We tested feasibility in a single-group, pre-post pilot study guided by the Kirkpatrick framework with undergraduate (n=22) and graduate (n=41) speech-language pathology and psychology students in Massachusetts and North Carolina. The module included instructional content, video and audio examples, interactive activities, and a podcast. Learning was assessed with knowledge checks, and self-reported facilitative and resistant accommodation with the Communication Accommodation Behavior Scale (CABS). After training, students rated their confidence and likelihood of using accommodation strategies. Results At both sites, facilitative accommodation increased and resistant accommodation decreased significantly, with a larger decrease at the undergraduate site. Knowledge-check accuracy was high at both time points, suggesting a ceiling effect. Students reported moderate-to-high confidence in adapting their speech and high likelihood of using a learned strategy in future clinical encounters. Conclusions A brief module can be feasibly delivered across institutions and is associated with short-term improvements in self-reported communication accommodation. Practice implications We recommend future work evaluate whether these changes translate into clinical behavior long-term and refine knowledge-check items to better capture learning gains.
Source: medRxiv
Language: English
Subfield: General Health Professions
Field: Health Professions
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W7222933975