Developing Empathy: Does Experience Through Simulation Improve Medical-Student Empathy?

Koblar, S; Cranwell, Matthew B.; Koblar, Simon; Carnell, Ben; Galletly, Cherrie

doi:10.1007/s40670-017-0488-z

Cited by 15 publications

(14 citation statements)

References 20 publications

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“…It hinges on identifying and understanding the patient’s perspective and mental state without losing objectivity. Sixty eight articles adopted variations of this approach [ 1 , 2 , 4 , 5 , 9 , 11 , 12 , 14 , 15 , 17 – 20 , 48 , 60 , 68 – 120 ].…”

Section: Resultsmentioning

confidence: 99%

“…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%

“…A physician’s ability to demonstrate empathy strengthens doctor-patient relationships [ 1 , 2 ], boosts patient outcomes [ 3 , 4 ], patient satisfaction [ 2 , 5 ], increases professional satisfaction [ 6 , 7 ], improves clinical competence [ 8 , 9 ] and reduces potential burnout [ 10 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

“…Yet, despite these benefits and evidence of diminishing empathy midway through medical school [ 12 , 13 ], empathy remains poorly nurtured in medical school and postgraduation [ 9 , 14 – 19 ]. These gaps have been attributed to the lack of an accepted definition of empathy that fully considers cognitive, affective and behavioural components highlighted in current literature [ 20 ].…”

Section: Introductionmentioning

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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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

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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“…Moreover, empathy is a protective factor against high psychological distress in medical students (Strepparava et al, 2017b), healthcare professionals (Salvarani et al, 2019), and healthcare students (Salvarani et al, 2020), being inversely correlated with burnout (Brazeau, Schroeder, Rovi, & Boyd, 2010;Hojat, Vergare, Isenberg, Cohen, & Spandorfer, 2015). Given this international clinical evidence, there is a growing interest in identifying the teaching strategies (Koblar, Cranwell, Koblar, Carnell, & Galletly, 2017) and the psycho-attitudinal variables, such as attachment style (Ardenghi, Rampoldi, Bani, & Strepparava, 2020a), dispositional mindfulness (Ardenghi et al, 2020b), personality (Hojat et al, 2005), and quality of life (Paro et al, 2014), that could help medical students increase empathy during their time at medical school.…”

Section: Introductionmentioning

confidence: 99%

Personal values as early predictors of emotional and cognitive empathy among medical students

et al. 2021

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The present study contributes to the literature by examining the association between personal values (PVs), assessed with the Schwartz’s Portrait Values Questionnaire, and empathy, assessed with the Davis’ Interpersonal Reactivity Index, in a sample of first-year medical students. We also examined medical students’ PVs profile and gender differences in terms of PVs. All participants (N = 398) were Italian, young (average age = 19.62 years, SD = 1.22), and unmarried; none had children. Zero-order correlations and hierarchical multiple regression models were performed to verify the association between PVs and empathy; in contrast, t-tests were run to explore gender differences in scoring on PVs. Benevolence and Universalism correlated positively with both the emotional and cognitive dimensions of empathy, whereas Power, Achievement, Hedonism, and Security were negatively associated with empathy. The three most important PVs in the whole sample were Benevolence, Self-Direction, and Universalism. Male medical students outscored their female counterparts on Power, Achievement, and Hedonism, whereas female students outscored the males on Benevolence, Universalism, Conformity, and Tradition. Our findings highlight the importance of fostering self-transcending PVs and discouraging self-enhancing PVs in medical students during the early years of medical school, as a means of supporting other-oriented responses such as empathy in future doctors.

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Barriers to Empathy: The Curriculum

Jeffrey

2019

Exploring Empathy With Medical Students

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Developing Empathy: Does Experience Through Simulation Improve Medical-Student Empathy?

Cited by 15 publications

References 20 publications

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

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

Personal values as early predictors of emotional and cognitive empathy among medical students

Barriers to Empathy: The Curriculum

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