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Background & objectives: Improper communication is the most common reason for patients to complain to doctors. Despite numerous interventions to teach communication skills to physicians, the effect of these interventions on patient satisfaction has not been studied or the increase in patient satisfaction has been slight. Given that conducting interventions based on theories and models of behavior change leads to increased effectiveness of educational interventions, in this paper the role of an educational intervention based on PRECEDE PROCEED model on increasing patients' satisfaction with each of the communication skills of medical interns is reported.
Methods: This study was conducted as a part of a larger quasi-experimental research at internal medicine ward of Shariati Hospital affiliated to Tehran University of Medical Sciences. Applying a valid and reliable questionnaire, satisfaction rate of 242, 231, 223, and 254 patients with communication skills of 70 interns, was assessed and analyzed before, immediately, two weeks and four weeks after the intervention. Data were analyzed and the strongest and weakest communication skills of the interns were determined.
Results: In each of the four periods of assessment in this study, the patients' satisfaction with interns' communication skills ranged from 31 to 50 (from a whole of 70). Patients had the highest degree of satisfaction with warm, friendly, and respectful behavior of interns. Patients' least satisfaction was related to interns' skills in considering their opinions in the decision making process to diagnose and treat their medical problems.
Conclusion: In this study, patients' satisfaction with interns' communication skills was medium to high. It is recommended that in order to improve interns' communication skills and to increase patients' satisfaction, interns should be provided with constructive feedback, based on the results of the satisfaction surveys.

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Background & objectives: Communication skills are one of the most important characteristics of medical science students, as it directly influences patient care, professional relationships, and overall healthcare efficiency. In recognition of this importance, this study aims to evaluate the verbal communication skills of students at Ardabil University of Medical Sciences, examining the impact of various demographic factors on these skills.
Methods: This descriptive cross-sectional study included a sample of 282 students from diverse disciplines within the university. Data were collected using the standard Pierre Desrosiers communication skills questionnaire, which provides a reliable metric for assessing verbal communication proficiency. Following data collection, results were analyzed using SPSS20 software, allowing for comprehensive descriptive and analytical statistical evaluations.
Results: The findings revealed that the average communication skills score among students was 105.18±11.05, categorizing their abilities as medium to high. Notably, the study identified significant demographic influences on communication skills, with female students, non-native students, those in advanced academic years, and students with higher grade point averages exhibiting superior verbal communication abilities.
Conclusion: In conclusion, in summary, while medical students at Ardabil University display commendable verbal communication skills, a structured intervention focusing on the enhancement of these abilities is vital. Implementing comprehensive communication training can bridge the gap between current performance levels and the standards necessary for successful medical practice.