In the demanding world of medical education, the ability to communicate effectively is as critical as clinical knowledge. A recent in-depth study conducted among Sudanese medical students has illuminated an often-overlooked adversary to this crucial skill: public speaking anxiety. Published in the journal BMC Psychology in 2025, this groundbreaking research delves into the complex interplay between anxiety experienced during public speaking and students’ self-efficacy, revealing insights with profound implications for medical education worldwide.
Public speaking anxiety, a specific form of social anxiety, is notorious for hampering the communication abilities of individuals, particularly in high-stakes environments such as medical schools. The study spearheaded by Ahmed, Abdalmotalib, Mohammed, and colleagues, explores this phenomenon in a cross-sectional framework, analyzing how these psychological barriers affect Sudanese medical students’ confidence and performance. What makes this investigation especially unique is its contextual focus within a cultural and educational system that faces distinct challenges, thus broadening the understanding of anxiety beyond Western-centric perspectives.
The researchers employed a carefully structured survey design involving validated psychological instruments aimed at measuring both public speaking anxiety and self-efficacy. Self-efficacy, a concept rooted in Bandura’s social cognitive theory, refers to an individual’s belief in their capacity to execute behaviors necessary to produce specific performance attainments. In this case, medical students’ self-efficacy relates directly to their confidence in performing tasks involving verbal communication, clinical presentations, and patient interactions – all critical components of medical professionalism.
Findings from this extensive dataset are both revealing and concerning. The study reports a significant prevalence of public speaking anxiety among the sample, with many participants indicating moderate to severe levels of nervousness before and during presentations. This anxiety is not merely an ephemeral discomfort but correlates negatively with students’ self-efficacy scores. In other words, as anxiety levels rise, students’ confidence in their communicative abilities tends to plummet, creating a detrimental cycle that could impair academic performance and professional development.
The technical underpinnings of public speaking anxiety involve a mixture of cognitive, physiological, and behavioral factors. From a neuropsychological standpoint, activation of the amygdala—the brain’s fear center—heightens during anxiety-provoking situations such as public presentations. This triggers a cascade of physiological responses, including increased heart rate, sweating, and a perception of threat disproportionate to the actual situation. Concurrently, negative self-evaluation and anticipatory fear exacerbate the experience, impairing concentration and speech fluency.
The implications of this study reach well beyond the classroom. Communication competence is a cornerstone of effective healthcare delivery. Physicians must convey complex medical information clearly and empathetically to patients and colleagues alike. If medical students enter their professional lives burdened by unresolved public speaking anxiety, patient care quality could suffer due to miscommunication or avoidance of critical interpersonal interactions.
Equally important is the role of self-efficacy as a potential protective factor against the detrimental effects of anxiety. The study suggests that enhancing students’ belief in their ability to manage public speaking challenges can serve as a buffer, reducing the intensity of anxiety and enabling better performance. This finding aligns with psychological intervention models that advocate for the development of coping strategies, such as gradual exposure, cognitive restructuring, and skills training to boost self-efficacy.
Culturally, the Sudanese context provides a fascinating backdrop for this inquiry. Educational environments characterized by large class sizes, limited resources, and hierarchical teacher-student dynamics may intensify performance pressure. Moreover, societal attitudes toward public speaking and expressions of self-confidence can shape students’ anxiety levels uniquely, highlighting the importance of culturally sensitive approaches to mental health and education.
The authors call for medical curricula to integrate specific training components aimed at reducing public speaking anxiety and fostering self-efficacy. Such interventions might include simulation-based exercises, peer-led workshops, and mentorship programs designed to create supportive learning environments. The incorporation of psychological support services directly within medical schools could further address these challenges proactively.
One notable aspect of this research is its methodological rigor. By utilizing standardized metrics and ensuring a representative sample within a relevant demographic, the study provides robust, generalizable data. These strengths bolster the call for educational policymakers and health educators to consider psychological factors as integral to medical training, rather than peripheral concerns.
Future research directions stemming from this work could examine longitudinal effects of anxiety and self-efficacy on academic outcomes, clinical skill acquisition, and burnout rates among medical professionals. Additionally, cross-cultural comparisons with student populations in different regions could elucidate universal versus culture-specific factors influencing public speaking anxiety.
In an era where telemedicine and interprofessional collaboration increasingly rely on clear communication, addressing public speaking anxiety in medical students emerges as a vital public health priority. This study’s insights advocate for a holistic understanding of medical education—one that encompasses not only knowledge and technical skills but also psychological resilience and communicative confidence.
Ultimately, bridging the gap between psychological well-being and professional competence may translate into better healthcare delivery, improved patient satisfaction, and enhanced career longevity for physicians. As global medical communities strive to cultivate empathetic, competent clinicians, findings like those presented by Ahmed and colleagues amplify the call for systemic change grounded in evidence.
This pioneering study opens a crucial conversation at the nexus of mental health and medical education, urging stakeholders to recognize the invisible barriers that hamper future healthcare providers. By confronting public speaking anxiety directly and empowering students through self-efficacy enhancement, medical schools can foster a new generation of confident, articulate, and effective practitioners.
The resonance of this research extends into educational psychology and clinical pedagogy, underscoring the imperative to tailor interventions responsive to individual and contextual nuances. It proposes a shift from punitive or neglectful attitudes toward anxiety to proactive, evidence-based strategies that normalize and mitigate fear while reinforcing strengths.
As the medical field evolves, so too must its approaches to student development. Integrating psychological support, communication training, and resilience-building into medical education promises not only to improve academic and clinical outcomes but to humanize the educational journey—building professionals who can face their fears as skillfully as they face their patients.
Subject of Research: Public speaking anxiety and self-efficacy among medical students
Article Title: Public speaking anxiety and self-efficacy among Sudanese medical students: a cross-sectional study
Article References:
Ahmed, W.M.M., Abdalmotalib, M.M., Mohammed, G.T.F. et al. Public speaking anxiety and self-efficacy among Sudanese medical students: a cross-sectional study.
BMC Psychol 13, 600 (2025). https://doi.org/10.1186/s40359-025-02958-9
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