Why Every Doctor Should Learn Public Speaking

Levi Cheptora

Tue, 21 Oct 2025

Abstract

Purpose: This paper explores the significance of public speaking as a core competency for medical professionals. While medical training traditionally emphasizes technical knowledge and clinical skills, communication skills—particularly public speaking—are often underdeveloped. This research synthesizes existing literature to highlight the role of public speaking in patient education, medical leadership, health advocacy, research dissemination, and professional development.

Findings: The review identifies five critical areas where public speaking benefits doctors: (1) enhancing patient understanding and trust, (2) advancing health education and community outreach, (3) supporting leadership and organizational influence, (4) improving advocacy in public health policy, and (5) strengthening academic and professional recognition.

Research Limitations/Implications: As a secondary research paper, findings are limited to existing studies, reviews, and expert opinions. More primary research is needed to quantify outcomes such as improved patient satisfaction, adherence to treatment, or career progression linked to public speaking skills.

Practical Implications: Medical schools, professional associations, and healthcare institutions should integrate structured public speaking and communication training into curricula and continuing medical education.

Social Implications: Doctors who are effective communicators can reduce misinformation, advocate for health equity, and foster stronger trust between healthcare systems and communities.

Originality/Value: This paper adds value by framing public speaking not as an optional “soft skill,” but as a vital competency for all doctors navigating the 21st-century healthcare landscape.

Keywords: Public speaking, communication, medical education, health leadership, patient engagement, advocacy, doctors, soft skills

1. Introduction

Public speaking is one of the most powerful tools for knowledge transfer, persuasion, and leadership. In medicine, where effective communication can determine the success of treatment outcomes, the role of public speaking cannot be overstated. Doctors routinely engage in scenarios requiring strong communication—from explaining diagnoses to patients, to delivering lectures, to influencing health policy. Yet, despite its importance, public speaking training is often overlooked in medical education (Brown et al., 2021). This paper reviews existing research and argues for the integration of public speaking as a fundamental skill for doctors.

2. Literature Review

2.1 Communication in Medicine

Effective communication is central to the physician-patient relationship. Studies show that patients who feel heard and informed are more likely to adhere to treatment (Street et al., 2019). Beyond clinical settings, doctors are often required to communicate with diverse audiences, including policymakers, students, and the public.

2.2 The Neglect of Public Speaking in Medical Training

Medical curricula traditionally prioritize clinical competence over communication competence. While programs often include “doctor-patient communication,” they rarely include public speaking training, which requires different techniques such as stage presence, persuasion, and clarity of message (Lee & Goh, 2020).

2.3 Public Speaking as a Professional Asset

Public speaking enhances professional visibility and credibility. Presenting at conferences, leading seminars, or delivering keynote speeches allows doctors to influence peers and disseminate research findings (Khan & Ahmed, 2022).

3. Findings

Based on secondary literature, five thematic findings emerge:

1. Patient Education and Trust: Clear communication improves health literacy, reduces anxiety, and fosters adherence (Silverman, 2018).
2. Medical Education and Mentorship: Doctors who speak effectively inspire and train future generations (Brown et al., 2021).
3. Leadership and Organizational Influence: Public speaking equips doctors to lead hospital teams and shape institutional culture.
4. Health Advocacy and Policy Influence: Physicians are credible voices in public health campaigns and legislative discussions.
5. Professional Advancement: Speaking engagements enhance visibility, open career opportunities, and position doctors as thought leaders.

4. Research Limitations and Implications

This study synthesizes published literature and professional reports. Limitations include the lack of quantitative evidence directly linking public speaking training to patient outcomes or leadership success. Future research should investigate measurable outcomes, such as correlations between doctors’ communication skills and patient satisfaction metrics.

5. Practical Implications

Healthcare institutions and medical schools should:

• Introduce public speaking modules into medical curricula.
• Encourage participation in debate clubs, workshops, and simulation exercises.
• Provide continuing education opportunities in communication and leadership.

6. Social Implications

Doctors with strong public speaking skills can counter misinformation, especially during crises such as the COVID-19 pandemic. They can also advocate for underserved populations, promoting health equity and trust in healthcare systems (World Health Organization, 2020).

7. Originality and Value

This paper reframes public speaking not as an optional extracurricular, but as a professional necessity. By synthesizing evidence from patient care, education, and leadership literature, it highlights a critical gap in medical training that, if addressed, could improve both healthcare delivery and professional advancement.

8. Conclusion

Doctors are not only healers but also educators, advocates, and leaders. Public speaking amplifies their ability to fulfill these roles effectively. Integrating structured communication training into medical education can empower doctors to improve patient care, influence public health, and contribute meaningfully to societal well-being.

References (APA 7th Edition)

• Brown, J., Patel, R., & Singh, K. (2021). Communication skills training in medical education: A review. Medical Teacher, 43(3), 245–252. https://doi.org/10.1080/0142159X.2020.1816227
• Khan, S., & Ahmed, A. (2022). The role of public speaking in medical leadership. Journal of Healthcare Leadership, 14, 11–19. https://doi.org/10.2147/JHL.S309875
• Lee, C., & Goh, Y. (2020). Speaking beyond the ward: Public speaking training for medical students. BMC Medical Education, 20(1), 322. https://doi.org/10.1186/s12909-020-02210-1
• Silverman, J. (2018). Skills for communicating with patients (3rd ed.). CRC Press.
• Street, R. L., Makoul, G., Arora, N. K., & Epstein, R. M. (2019). How does communication heal? Pathways linking clinician-patient communication to health outcomes. Patient Education and Counseling, 74(3), 295–301. https://doi.org/10.1016/j.pec.2019.05.010
• World Health Organization. (2020). Risk communication and community engagement (RCCE) readiness and response to COVID-19: Interim guidance. WHO.