Exercise #1
Example of Good and Bad Communication
Authors: Prof. Karmen Erjavec and Sabina Krsnik, MBA
20–30 minutes
Description
Students will explore how clear, respectful, and empathetic communication fosters trust and understanding, while poor communication may lead to confusion or mistrust.
Methodological Guide
Objectives
Identify key elements of effective and poor communication in multicultural healthcare settings.
Reflect on the emotional and relational outcomes of communication practices.
Develop awareness of how communication impacts trust and understanding.
Strengthen the ability to analyse communication behaviours critically.
Encourage peer learning through shared real-life examples.
Reflect on the emotional and relational outcomes of communication practices.
Develop awareness of how communication impacts trust and understanding.
Strengthen the ability to analyse communication behaviours critically.
Encourage peer learning through shared real-life examples.
Expected Outcomes
After completing this exercise, students will be able to:
Distinguish between effective and ineffective communication in multicultural contexts.
Describe emotional consequences of communication approaches.
Suggest improvements to enhance intercultural communication.
Distinguish between effective and ineffective communication in multicultural contexts.
Describe emotional consequences of communication approaches.
Suggest improvements to enhance intercultural communication.
Exercise Procedure
Introduction (1 minute): The teacher introduces the concept of effective vs. poor communication in multicultural healthcare.
Individual part (2–4 minutes): Students recall or imagine one good and one bad communication experience.
Discussion (5–10 minutes): In pairs, students discuss why communication was effective or ineffective and how the interaction could have improved.
Summary (5 minutes): One student per pair shares key insights with the group. The teacher summarises main findings.
Final reflection (5 minutes): The teacher asks reflective questions to consolidate understanding.
Final interactive task (5–7 minutes): Students complete the interactive drag-and-drop activity classifying examples of good and bad communication.
Individual part (2–4 minutes): Students recall or imagine one good and one bad communication experience.
Discussion (5–10 minutes): In pairs, students discuss why communication was effective or ineffective and how the interaction could have improved.
Summary (5 minutes): One student per pair shares key insights with the group. The teacher summarises main findings.
Final reflection (5 minutes): The teacher asks reflective questions to consolidate understanding.
Final interactive task (5–7 minutes): Students complete the interactive drag-and-drop activity classifying examples of good and bad communication.
Mode of Implementation
Group-based (pairs and whole-class discussion).
Stage 1: Individual reflection on real or observed experience.
Stage 2: Pair discussion to analyse good and bad examples.
Stage 3: Short group sharing.
Stage 4: Final interactive drag-and-drop quiz on good and bad communication.
Stage 1: Individual reflection on real or observed experience.
Stage 2: Pair discussion to analyse good and bad examples.
Stage 3: Short group sharing.
Stage 4: Final interactive drag-and-drop quiz on good and bad communication.
Role of the Teacher
Guide students to focus on intercultural and emotional aspects, not only technical ones.
Facilitate group sharing and ensure respectful listening.
Summarise key learning points and highlight common themes.
Facilitate group sharing and ensure respectful listening.
Summarise key learning points and highlight common themes.
Theoretical Basis
This exercise builds on Chapters 9.1, 9.3, and 9.4 of the handbook and key theories of intercultural and healthcare communication. Effective communication in multicultural contexts requires empathy, active listening, and sensitivity to cultural and nonverbal cues (Hall, 1976; Hofstede et al., 2010; Samovar et al., 2017). Cultural competence in healthcare involves ongoing awareness and skill development for respectful cross-cultural interaction (Campinha-Bacote, 2002). By analysing examples of effective and ineffective communication, students connect theory with practice, recognising how communication behaviours influence trust, respect, and collaboration in multicultural healthcare settings.
Practical Application
Students explore communication challenges and successes in real or simulated healthcare situations. By analysing examples, they connect theory with daily professional interactions, learning how effective communication contributes to patient safety, teamwork, and trust.
Knowledge Transfer
Students translate communication principles into professional behaviour by:
Recognising how cultural and emotional dynamics influence dialogue.
Applying lessons from peer experiences to future patient or team interactions.
Developing critical self-awareness to transform personal communication styles.
Recognising how cultural and emotional dynamics influence dialogue.
Applying lessons from peer experiences to future patient or team interactions.
Developing critical self-awareness to transform personal communication styles.
Reinforcement & Reflection
What specific communication behaviours led to misunderstanding or trust?
How did emotions influence the interaction?
What would you do differently in a similar multicultural situation?
How did emotions influence the interaction?
What would you do differently in a similar multicultural situation?
Required Resources
Classroom or online meeting space
Optional: whiteboard or shared document for summarising examples
Optional: whiteboard or shared document for summarising examples
Assessment / Evaluation
Self-assessment: Students reflect on their communication strengths and weaknesses.
Peer assessment: Constructive feedback during pair discussions.
Teacher observation: Engagement level, relevance of examples, and quality of reflection.
Interactive quiz evaluation: The final drag-and-drop activity serves as an informal formative assessment, allowing students to test their ability to distinguish between effective and poor communication behaviours and to receive instant feedback.
Peer assessment: Constructive feedback during pair discussions.
Teacher observation: Engagement level, relevance of examples, and quality of reflection.
Interactive quiz evaluation: The final drag-and-drop activity serves as an informal formative assessment, allowing students to test their ability to distinguish between effective and poor communication behaviours and to receive instant feedback.
Practical Tips
Encourage students to share anonymised or generalised examples.
Use culturally diverse examples to stimulate discussion.
Manage time strictly to ensure equal participation.
Use culturally diverse examples to stimulate discussion.
Manage time strictly to ensure equal participation.
Discussion Topics
How do cultural values shape communication expectations?
Why might good intentions still lead to miscommunication?
How can healthcare professionals adapt to diverse communication styles?
Why might good intentions still lead to miscommunication?
How can healthcare professionals adapt to diverse communication styles?
Further Resources
Brownell, J. (2012). Listening: Attitudes, principles, and skills.
Campinha-Bacote, J. (2002). The process of cultural competence in the delivery of healthcare services.
Hall, E. T. (1976). Beyond Culture.
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind.
Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2017). Communication between cultures.
Silverman, J., Kurtz, S., & Draper, J. (2013). Skills for communicating with patients.
Campinha-Bacote, J. (2002). The process of cultural competence in the delivery of healthcare services.
Hall, E. T. (1976). Beyond Culture.
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind.
Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2017). Communication between cultures.
Silverman, J., Kurtz, S., & Draper, J. (2013). Skills for communicating with patients.
Additional Remarks
This exercise serves as a diagnostic introduction to the module, helping students identify their initial understanding and assumptions about multicultural communication. It builds a reflective base for subsequent, skill-focused exercises.