Highlight
A structured discharge curriculum for fourth-year medical students markedly enhances their knowledge and skills related to patient discharges.
75% of students independently performed all discharge-related tasks following curriculum completion as observed in workplace-based assessments.
Direct observation scores of student discharge skills strongly predict improved patient-reported understanding of urgent or emergent situation management.
Student-initiated follow-up phone calls to patients serve as a key motivating factor in refining discharge communication skills.
