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Accrediting and Licensing Standards as Evidence of Impact

As demonstrated in this 100th issue of Health Communication, the variety of constructs, contexts, and theories explored in the area of health communication has been vast. Yet when many consider the idea of health communication, what immediately comes to mind for many is the communication that occurs between physicians and patients. Clearly, substantial work has occurred in the area of patient– physician interactions (for a recent review see Mauksch, Dugdale, Doson, & Epstein, 2008). Through research we have learned much about the nature of patient–physician communication, the skills necessary to promote beneficial patient–physician interactions, and the affect of patient–physician interactions on health outcomes. The sheer numbers of articles, books, and book chapters in this area are a testament to the energies and efforts applied to this important area of health communication research. What is perhaps one of the greatest indicators of the impact of these research efforts, however, is the utilization of health communication research as a foundation for communication teaching and evaluation in the medical discipline. In 1991, the Toronto Consensus Statement (Simpson et al., 1991) outlined important health communication research findings in the area of physician–patient communication that negatively impact the medical encounter, such as lack of active listening, interrupting, physician communication skill deficiencies, lack of patient disclosure, and lack of patient understanding of treatment plans. The Toronto Consensus Statement highlights the connection between quality clinical communication and positive health outcomes