Background: Communication skills are an obligatory part of postgraduate oncology education in European and Western countries and its benefits for doctors, patients, and the healthcare system are well-known. However, teaching efficient patient communication is challenging in developing countries where the paternalistic model is still spread and medical professionals are unaware that these skills are lacking. We hypothesize that a short simulation-based course for oncology residents introduces communication skills and raises awareness about its value. Methods: A 2-day communication course based on the Calgary-Cambridge model was taught to a cohort of PGY2 oncology residents. Lectures, seminars, and clinical simulations emphasizing a patient-centered approach, including open questions, active listening, identifying patient concerns, empathy, summarizing, and bad news delivery were conducted by certified teacher. A simulation exam was administered to those who completed the communication course and those who did not complete the course. Scores (max. 130) from two clinical scenarios assessed by the examiner, actors, and participant were compared between groups. Results: Ten PGY2 residents completed the course and seven did not complete the course. Medians scores for the first scenario given by the examiner, actor and resident were 99 (IQR: 90 – 122), 125 (IQR: 122 – 127) and 102 (IQR: 91 – 108) for course participants and 15 (IQR: 7-35), 18 (IQR: 12-34) and 61 (IQR: 41-83) for non-participants, respectively. Medians scores for the second scenario were also higher in participant group: 113.5 (IQR: 100-117), 107 (IQR: 98-118) and 104 (IQR: 99-112) vs. 22 (IQR: 12-50), 18 (IQR: 10 - 44) and 66 (IQR: 43-81), respectively. Four (40%) course participants and seven (100%) non-participants evaluated themselves higher than the examiner and actor. Conclusions: A short patient communication course for young oncologists effectively improves communication skills and provider self-awareness in developing countries.