A Standardized Patient’s Perspective of Health Communication (HLOL #227)

09/01/22 • 23 min

Kip Clark describes himself as being passionate about better and more meaningful communication. This belief guides his work as a standardized patient with medical students and as a podcast host and producer. Clark came to working as a standardized patient work from a background in improv comedy. He is a graduate of Kenyon College with a degree in English Literature.

In this podcast, Kip Clark and Helen Osborne discuss:

A “standardized patient” can be an actor who is trained to portray characteristics of a specific patient and examined by a medical student.
The goal of this work is to help medical students improve their communication skills in patient-provider interactions.
Tips and strategies about health communication that can apply in all settings. These include listening, being flexible, and authenticity.

More ways to learn:

A quick search of “Standardized Patient” can lead to many interesting links including about programs, training, and job opportunities. I found this video from the University of Mississippi Medical Center especially helpful, What is a Standardized Patient?

Health Literacy from A to Z: Practical Ways to Communicate Your Health Message, Third Edition, by Helen Osborne. Especially relevant to this podcast is the chapter, “You: Compassion, Empathy, and Humanity.”

Read a transcript of this podcast.

The post A Standardized Patient’s Perspective of Health Communication (HLOL #227) appeared first on Health Literacy Out Loud Podcast.

In this podcast, Kip Clark and Helen Osborne discuss:

A “standardized patient” can be an actor who is trained to portray characteristics of a specific patient and examined by a medical student.
The goal of this work is to help medical students improve their communication skills in patient-provider interactions.
Tips and strategies about health communication that can apply in all settings. These include listening, being flexible, and authenticity.

More ways to learn:

Read a transcript of this podcast.

The post A Standardized Patient’s Perspective of Health Communication (HLOL #227) appeared first on Health Literacy Out Loud Podcast.

Previous Episode

Building Trust with Each Audience (HLOL #226)

Lenora Johnson, DrPH, MPH directs the science policy, engagement, health education, and public-facing communication initiatives of the National Heart, Lung, and Blood Institute (NHLBI) at the National Institute of Health (NIH). This office supports and coordinates the public facing messaging and information delivery channels on behalf of NHLBI. One of the many projects Dr. Johnson works with is NIH’s Community Engagement Alliance (CEAL) Against COVID-19 Disparities.

In this podcast, Dr. Johnson talks with Helen Osborne about:

The importance of building trust with each audience.
Strategies to develop and foster relationships, even when you do not share the lived experience of that community.
Multiple ways to deliver health and science content, even in today’s digital age. In other words, what’s old is new again.

More ways to learn:

Health Literacy from A to Z: Practical Ways to Communicate Your Health Message, Third Edition, by Helen Osborne. The chapter “Community Connections” is especially relevant to this podcast.

Read a transcript of this podcast.

The post Building Trust with Each Audience (HLOL #226) appeared first on Health Literacy Out Loud Podcast.

Next Episode

Bullet Points and Other Types of Lists (HLOL #228)

Genevieve Walker, PhD, is a medical writer and editor who creates plain-language educational and marketing content for patients and other health care consumers. Through her business, Bridge Health Communications, Genevieve helps organizations strategize, develop, and execute communications with patients and the public.

In this podcast, Genevieve Walker talks with Helen Osborne about:

How lists are used to convey a series of similar items. They include bullet points (like in this list of topics) of unordered information and numeric lists of items that happen in a specific sequence.
Ways that lists can be helpful and confusion they sometimes cause.
Tips for writing useful lists. These include limiting the amount of information, using subheads, adding pictures, and starting with cue words ike “first,” “next,” and “last.”

More ways to learn: