A randomized controlled trial of a feedback method for improving empathic accuracy in psychotherapy

Sripada, Bhaskar; Henry, David B.; Jobe, Thomas H.; Winer, Jerome A.; Schoeny, Michael; Gibbons, Robert D.

doi:10.1348/147608310x495110

Cited by 14 publications

(12 citation statements)

References 23 publications

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“…Wündrich et al 51 reported no significant influence of the intervention as measured by the JSE (student version) but did report a positive and statistically significant effect on the observer-assessed outcome. Sripada et al 46 also reported a statistically significant positive effect. Of the 22 studies that had adequate data for pooling, all but one (Arthur et al 23 ) showed a benefit of intervention.…”

Section: Synthesis Of Resultsmentioning

confidence: 89%

Assessing the effect of empathy-enhancing interventions in health education and training: a systematic review of randomised controlled trials

et al. 2020

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ObjectiveTo estimate the effect of empathy interventions in health education and training from randomised controlled trials (RCTs).MethodsMEDLINE, PsycINFO, EMBASE, CINAHL and Cochrane databases were searched from inception to June 2019 for RCTs investigating the effect of empathy-enhancing interventions in medical and healthcare students and professionals. Studies measuring any aspect of ‘clinical empathy’ as a primary or secondary outcome were included. Two reviewers extracted data and assessed the risk of bias of eligible studies using the Cochrane Risk of Bias Tool. Random effects meta-analyses of the impact of empathy training on participants’ empathy levels were performed.ResultsTwenty-six trials were included, with 22 providing adequate data for meta-analysis. An overall moderate effect on participant empathy postintervention (standardised mean difference 0.52, 95% CI 0.36 to 0.67) was found. Heterogeneity across trial results was substantial (I2=63%). Data on sustainability of effect was provided by 11 trials and found a moderate effect size for improved empathy up until 12 weeks (0.69, 95% CI 0.23 to 1.15), and a small but statistically significant effect size for sustainability at 12 weeks and beyond (standardised mean difference 0.34, 95% CI 0.11 to 0.57). In total, 15 studies were considered to be either unclear or high risk of bias. The quality of evidence of included studies was low.ConclusionFindings suggest that empathy-enhancing interventions can be effective at cultivating and sustaining empathy with intervention specifics contributing to effectiveness. This review focuses on an important, growing area of medical education and provides guidance to those looking to develop effective interventions to enhance empathy in the healthcare setting. Further high-quality trials are needed that include patient-led outcome assessments and further evaluate the long-term sustainability of empathy training.Protocol registration numberPROSPERO (CRD42019126843).

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Section: Synthesis Of Resultsmentioning

confidence: 89%

Assessing the effect of empathy-enhancing interventions in health education and training: a systematic review of randomised controlled trials

et al. 2020

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“…The affective component sees recognition of the patient’s emotions and the offering of a suitable response [ 1 , 2 , 9 , 11 , 12 , 15 , 18 , 20 , 48 , 67 , 70 , 79 , 83 , 88 , 91 – 94 , 98 , 102 , 104 , 105 , 108 , 110 – 114 , 118 , 120 – 124 ]. The affective component is closely related to behavioural components of empathy which entail verbal and non-verbal communication of another person’s inner state [ 2 , 11 – 13 , 15 , 18 , 48 , 60 , 70 , 71 , 73 , 76 , 78 , 83 , 93 , 95 , 102 , 106 – 111 , 113 , 115 , 120 , 125 – 128 ] and their intrinsic motivation to help others to reduce their distress [ 2 , 4 , 11 , 12 , 60 , 83 , 93 , 106 , 108 , 113 – 115 ].…”

Section: Resultsmentioning

confidence: 99%

“…• Increased emphatic communication or attitudes with patients [ 6 , 42 , 43 , 53 , 62 , 98 , 103 , 119 ]…”

Section: Resultsmentioning

confidence: 99%

“…Stage 3 involves debriefs and personalised, appropriate, specific, timely, actionable and holistic feedback [ 2 , 38 , 98 , 125 ]. Reflective exercises [ 2 , 38 , 98 , 125 ] and facilitated group discussion are used to explore learning points and experiences [ 52 , 53 , 66 , 105 , 115 , 150 ] and to promote interprofessional education [ 7 ].…”

Section: Discussionmentioning

confidence: 99%

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A systematic scoping review of approaches to teaching and assessing empathy in medicine

Zhou

Tan

et al. 2021

BMC Med Educ

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Background Empathy is pivotal to effective clinical care. Yet, the art of nurturing and assessing empathy in medical schools is rarely consistent and poorly studied. To inform future design of programs aimed at nurturing empathy in medical students and doctors, a review is proposed. Methods This systematic scoping review (SSR) employs a novel approach called the Systematic Evidence Based Approach (SEBA) to enhance the reproducibility and transparency of the process. This 6-stage SSR in SEBA involved three teams of independent researchers who reviewed eight bibliographic and grey literature databases and performed concurrent thematic and content analysis to evaluate the data. Results In total, 24429 abstracts were identified, 1188 reviewed, and 136 included for analysis. Thematic and content analysis revealed five similar themes/categories. These comprised the 1) definition of empathy, 2) approaches to nurturing empathy, 3) methods to assessing empathy, 4) outcome measures, and 5) enablers/barriers to a successful curriculum. Conclusions Nurturing empathy in medicine occurs in stages, thus underlining the need for it to be integrated into a formal program built around a spiralled curriculum. We forward a framework built upon these stages and focus attention on effective assessments at each stage of the program. Tellingly, there is also a clear need to consider the link between nurturing empathy and one’s professional identity formation. This foregrounds the need for more effective tools to assess empathy and to better understand their role in longitudinal and portfolio based learning programs.

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“…It may be more accurate or less so. For example, Sripada et al (2011) described a method to operationalize empathy in treatment. Patients self-rate their functioning according to a 100-point Global Assessment of Functioning (GAF) rating scale.…”

Section: Claims and Findings Concerning Extensive Psychoanalysismentioning

confidence: 99%

Essential Psychoanalysis: Toward a Re-Appraisal of the Relationship between Psychoanalysis and Dynamic Psychotherapy

Bhaskar

2015

Psychodynamic Psychiatry

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Freud stated that any line of investigation which recognizes transference and resistance, regardless of its results, was entitled to call itself psychoanalysis (Freud, 1914a, p. 16). Separately he wrote that psychoanalysis was the science of unconscious mental processes (Freud, 1925, p. 70). Combining these two ideas defines Essential Psychoanalysis: Any line of treatment, theory, or science which recognizes the facts of unconscious, transference, or resistance, and takes them as the starting point of its work, regardless of its results, is psychoanalysis. Freud formulated two conflicting definitions of psychoanalysis: Essential Psychoanalysis, applicable to all analysts regardless of their individuality and Extensive Psychoanalysis, modeled on his individuality. They differ in how psychoanalytic technique is viewed. For Essential Psychoanalysis, flexible recommendations constitute psychoanalytic technique, whereas for Extensive Psychoanalysis, rules constitute a key part of psychoanalytic technique.

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A randomized controlled trial of a feedback method for improving empathic accuracy in psychotherapy

Abstract: An intervention such as the one tested in this study may be a practical and useful method for improving accuracy of understanding in a variety of training and clinical settings.

Cited by 14 publications

References 23 publications

Assessing the effect of empathy-enhancing interventions in health education and training: a systematic review of randomised controlled trials

Assessing the effect of empathy-enhancing interventions in health education and training: a systematic review of randomised controlled trials

A systematic scoping review of approaches to teaching and assessing empathy in medicine

Essential Psychoanalysis: Toward a Re-Appraisal of the Relationship between Psychoanalysis and Dynamic Psychotherapy

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