In the lecture halls of Australian medical schools, something is shifting. Alongside the traditional training in anatomy, pharmacology and pathology, students are now learning how to communicate empathy, manage burnout, and navigate complex interpersonal dynamics. The growing emphasis on so-called ‘soft skills’ marks a quiet but significant evolution in how the next generation of doctors is being taught not just to diagnose, but to connect.

Dr Rachel (last name anonymous), a third-year registrar at a Sydney hospital, reflects on the difference these skills have made in her early career.

“I was one of those med students who could recite the Krebs cycle in my sleep,” she says. “But it wasn’t until I got on the wards that I realised patients don't care how many distinctions you got–they care if you listen, explain things clearly, and treat them like a person.”

Rachel’s experience isn’t unusual. A 2023 report by Medical Deans Australia and New Zealand (MDANZ) found that communication, teamwork, and professional behaviour are increasingly being integrated into medical school curricula. This shift has been partially driven by patient expectations, but also by a growing body of research showing that soft skills can directly impact health outcomes. When doctors communicate effectively, patients are more likely to follow treatment plans, feel respected, and report greater satisfaction with their care.

For medical schools, the challenge has been embedding these skills in a way that feels authentic and relevant. At the University of Melbourne, final-year students now participate in structured simulations with actors playing patients, where they’re assessed not only on clinical knowledge but also on tone, body language, and empathy. Monash University also incorporates training in cultural safety and emotional intelligence within its curriculum.

Still, some students and practitioners remain sceptical. Dr Mike (last name anonymous), a recently graduated intern in Brisbane, admits he wasn’t convinced when he first encountered soft skills training.

“I used to roll my eyes at the communication workshops. I thought, ‘Why are we talking about feelings when there’s so much clinical content to get through?’”

But his perspective changed early in his internship, during an experience with a patient that wouldn’t fit neatly into a medical textbook.

“We had this elderly man with complex chronic conditions who kept refusing treatment. Everyone was focused on the medical side–adjusting meds, ordering tests–but he wouldn’t engage,” James recalls. “One of the senior nurses sat with him for nearly an hour and learned he was terrified of dying in hospital without his family nearby. Once we understood that, we brought in palliative care and created a plan he was comfortable with. That conversation did more for his care than any of us had managed in days.”

Stories like these have helped shift attitudes among junior doctors who are now expected to balance clinical competence with clear, compassionate communication. While scientific knowledge remains the foundation of medical practice, many educators and health leaders argue that technical skill alone is no longer enough.

Burnout, too, has prompted greater interest in developing soft skills like resilience, self-awareness, and reflective practice. Rates of psychological distress among junior doctors remain high. In a 2020 position statement, the Australian Medical Association (AMA) noted that doctors are at increased risk of mental health issues and that many are reluctant to seek help due to stigma and fears about career implications. This is especially problematic for those in early training stages, where workloads are high and contracts are often short-term.

This growing awareness has led many medical schools to embed structured wellbeing programs and reflective practice sessions into their curriculum. Rather than treating mental health as a side issue, there is a shift toward positioning it as foundational to long-term professional success. Institutions are increasingly recognising that resilience, empathy, and self-awareness are not just personal attributes, but essential clinical tools.

Professor Maree Toombs, Professor of Aboriginal and Torres Strait Islander Health at UNSW, has also been a strong voice in the space of culturally safe and emotionally intelligent medical training. Her work emphasises that soft skills are not just about patient rapport–they are about understanding and responding to the diverse cultural and social contexts in which healthcare is delivered. Programs shaped by her research encourage students to explore their own biases, learn cultural humility, and better understand the communities they will serve.

The importance of emotional intelligence in clinical practice is also supported by research into empathy training. At the University of Technology Sydney, Distinguished Professor Tracy Levett-Jones leads an initiative that uses storytelling and simulation to strengthen empathy in nursing and medical students. Her research suggests that these methods can lead to measurable and lasting improvements in patient care.

This shift is also changing the way we think about what makes a ‘good’ doctor. While clinical excellence remains central, there is growing recognition that traits like emotional regulation, curiosity, compassion and adaptability are equally valuable. Admission interviews at many Australian medical schools have evolved to reflect this, assessing for interpersonal skills and self-awareness alongside academic performance.

For Rachel, the integration of soft skills into her training wasn’t just helpful–it was vital.

“You can be the smartest person in the room, but if your patient doesn’t feel heard, you’ve missed the point,” she says.