Explicit listening behaviours uncommon in radiography curriculum documents: five-country analysis

A five-country analysis of radiography curriculum documents found communication addressed in all, but explicit listening behaviours uncommon; only Australia’s capability standards explicitly defined listening.

• Communication was framed differently across countries: as professional competency/capability (UK, Australia), role-based competency (Canada), clinical competency and accreditation (US), or curriculum content (Japan).
• Operationalising patient-centred communication as observable behaviours may enhance curriculum mapping, feedback, and assessment.

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