Introduction:
Effective communication between healthcare professionals and patients is essential for achieving successful clinical outcomes, patient satisfaction, and cooperation. The AIDET model (Acknowledge, Introduce, Duration, Explanation, Thank You) is widely used to enhance healthcare interactions. However, its integration into medical education, particularly in Vietnam, remains limited, with students' knowledge and application being low. Currently, AIDET is only introduced in the IPE module after clinical rotations, with no prior teaching in simulated clinical environments. Therefore, we conduct this study to explore the use of AIDET and investigate its potential benefits in clinical practice.

Objective:
This study aims to assess the percentage of medical students familiar with the AIDET model, explore the factors influencing their knowledge, and identify the benefits of using this model in clinical settings.

Methods:
A cross-sectional descriptive study was conducted from May 1 to May 31, 2025, involving second- to fourth-year medical students at the University of Medicine and Pharmacy, Ho Chi Minh City, Vietnam. The survey, conducted via Google Forms, collected data on students’ demographic characteristics, AIDET knowledge, and self-assessment of its application in clinical practice using a 5-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree). The questionnaire’s reliability was assessed with Cronbach’s Alpha and Corrected Item-Total Correlation. Key areas assessed included learning effectiveness, patient communication, patient-student interactions, and students’ perceptions of AIDET. Data were analyzed using SPSS 20.0, and results were coded and stored in Excel.

Results:
The study received 88 responses, revealing that over 60% of students were unfamiliar with the AIDET model. However, fourth-year students demonstrated significantly higher knowledge, with 58.54% reporting familiarity with AIDET. Students effectively practiced several aspects of AIDET, including maintaining eye contact (95%), smiling when greeting patients (90%), and thanking patients (98%). However, less emphasis was placed on time announcements and examination explanations, with only 33% and 43% of students incorporating these practices, respectively. The benefits of AIDET were reflected in the following indices:
Learning effectiveness and clinical practice (α = 0.767): Students met learning objectives and improved patient interaction skills (mean score: 3.84 - 4.19).
Communication with patients (α = 0.915): Students reported increased confidence in patient communication, although time management remained a challenge (mean score: 3.50 - 4.03).
Patient-student interactions (α = 0.921): AIDET fostered greater empathy and understanding between students and patients (mean score: 3.59 - 3.84).
Students' perceptions (α = 0.729): Most students rated AIDET positively, finding it useful in clinical examinations (mean score: 4.09 - 4.19).

Conclusion:
The AIDET model significantly improves medical students’ communication skills and enhances patient interactions. The study suggests that AIDET boosts student confidence, facilitates patient communication, and helps achieve learning objectives. Integrating AIDET earlier in the curriculum, especially through simulated clinical environments, is essential for preparing students for real-world practice. Further studies with larger sample sizes and diverse settings are needed to confirm these findings.

Keywords: AIDET model, medical students, benefits, clinical practice.