Elizabeth Segal, <i>Social empathy: The art of understanding others</i>

Shute, Tanya

doi:10.1177/1468017319897207

Cited by 3 publications

(4 citation statements)

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“…53 Patient storytelling seeks to harness personal stories of illness and patient outlooks in order to lead medical professionals toward improved perspective-taking and to increased levels of empathy. 54 In her book Social Empathy: The Art of Understanding Others, 55 social policy analyst, Elisabeth A. Segal, writes that interpersonal empathy consists of five components: affective response, self-other awareness, affective mentalizing, perspective-taking, and emotion regulation. However, to achieve what she refers to as social empathy-a more comprehensive empathy-two more components are needed: contextual understanding and macro perspective-taking.…”

Section: Narrative Medicine Patient Storytelling and Social Empathymentioning

confidence: 99%

“…"Social empathy has us look at context so we can fully understand the lived experiences of groups different from our own." 55 Accordingly, in an optimal medical setting, empathy is not just about relating to individual patients but also about the ability to relate to various groups and their health concerns. Consequently, social empathy helps physicians better understand the social determinants of health.…”

Section: Narrative Medicine Patient Storytelling and Social Empathymentioning

confidence: 99%

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Reflection, Sense of Belonging, and Empathy in Medical Education—Introducing a “Novel” Model of Empathetic Development by Literature

Lunen

2023

Journal of Medical Education and Curricular Development

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Empathy, self-reflection, and inclusion of the medical humanities in medical education are increasingly gaining attention. This seems prudent, as studies indicate that high physician empathy is associated with better patient outcomes and could protect against physician burnout. In addition, utilizing self-reflection has been reported to surge diagnostic accuracy and increase the ability of clinical health care providers. Therefore, in medical education, there is a need to address these, however intricate, most important skills. Not oblivious to this, for decades many medical schools have reaped experience from the humanities, sprouting the field of the medical humanities. However, significant barriers encountered when teaching the medical humanities to medical students are of concern. Consequently, a theory-based, inclusive, representative, and intuitive approach to the teachings is coveted. The aim of this article is to describe and present such an approach. To this end, I introduce a novel Model of Empathetic Development by Literature, schematizing the path from reading a text to displaying an act of empathy. Ever mindful of the relevance and feasibility to medical students, this article reflects on thoughts and evidence behind the hypothesis; that sense of belonging, self-reflection, and empathy could be gained by reading and discussing literary fiction. Referring to both original research articles, books of popular science, and philosophical considerations, a clear line of reasoning for the inclusion of literary fiction in medical education is made. Thereafter, it is outlined, how—in a medical humanities course at Copenhagen University—specific literary excerpts are utilized to bring forth reflection on different aspects, circumstances, and conditions of being a physician, thereby kindling the medical students’ sense of belonging to their profession. As such, this perspective piece demonstrates a concrete approach to how a literary educative technique could manifest.

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Section: Narrative Medicine Patient Storytelling and Social Empathymentioning

confidence: 99%

Section: Narrative Medicine Patient Storytelling and Social Empathymentioning

confidence: 99%

Reflection, Sense of Belonging, and Empathy in Medical Education—Introducing a “Novel” Model of Empathetic Development by Literature

Lunen

2023

Journal of Medical Education and Curricular Development

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“…Empathy enables individuals to relate to the feelings of others. Empathy is a factor that encourages someone to engage in social interactions that are attentive to the well-being of others [13]. In other words, empathy plays a vital role in interpersonal and social relationships.…”

Section: Introductionmentioning

confidence: 99%

Analyzing The Construct Validity of the Indonesian Basic Empathy Scale using the Rasch model

Diswantika,

Suherman,

Rusmana

et al. 2023

Preprint

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Background The COVID-19 pandemic has brought many changes to human social life. The ability for empathy plays an essential role in these changes because empathy enables the process of sharing experiences, needs, and desires between individuals. In this study, the author aims to evaluate, develop and modify the Basic Empathy Scale in Adults (BES-A) to adapt it to Indonesian culture, which will be transformed into Indonesian Basic Empathy Scale (I-BES). Methods The methodology used in this research is a survey design. Research using a survey design, the participants, Indonesia (n= 101, male 17, female 84 regions 5 region), evaluation was done by analyzing the Indonesian Empathy Scale using the RASCH model. ResultsShow that the instrument does not have unidimensionality. Based on the results of fitting the item model, several items on the I-BES were omitted because they were deemed inappropriate, including at least five items. The instrument has good dispersion reliability among items but low dispersion reliability among individuals. The Indonesian Basic Empathy Scale needs further improvement to obtain response categories based on its functions. ConclusionThis study can be used as teaching material for counseling and guidance groups, and the personality theory of sharpening the material regarding the development of empathy, in addition to the measurement instruments for the development of empathy, which can be used as material for counseling and guidance assessment courses.

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“…Social empathy allows "the ability to understand people by perceiving or experiencing their life situations and as a result, gaining insight into structural inequalities and disparities." [9][10][11] Empathic capacity also enhances therapeutic relationships and patient outcomes 12 by viewing patients as people, not just medical conditions. 13 Amini (2021) argues that minimal understanding of the effects of SDH in dental practice may negatively impact outcomes by causing unconscious bias, and that improving empathy will provide clinicians strategies to mitigate the negative effects of SDH on health.…”

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confidence: 99%

Creating Patient Context: Empathy and Attitudes Toward Diabetes Following Virtual Immersion

Wardian

Wells

Cochran

2023

J Diabetes Sci Technol

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Background: Pandemic circumstances created challenges for doctor of physical therapy (DPT) students to understand social determinants of health (SDH) in clinical rotations. Instead of canceling clinical rotations, a virtual reality cinema (cine-VR) education series was implemented. The purpose of this project is to describe the effect of this simulated immersion on student empathy and attitudes toward diabetes. Method: The DPT students (n=59) participated in 12 cine-VR education modules, completing surveys at three time points as part of coursework. The students completed baseline measures of the Diabetes Attitude Scale–Version 3 (DAS-3) and Jefferson Empathy Scale (JES), and then were immersed in 12 cine-VR modules. One week after module completion, students participated in a class discussion about the modules. The students repeated the JES and DAS-3 scales at postclass and six weeks later. Three subscales from the Presence Questionnaire (PQ) were used to measure the virtual experience. Results: Student scores on three DAS-3 subscales significantly improved on posttest: Attitude toward patient autonomy, Mean: 0.75, SD: 0.45; t(58) = 12.742, P < .001; Psychosocial impact of diabetes, Mean: −0.21, SD: 0.41; t(58) = −3.854, P < .001; and Seriousness of type 2 diabetes, Mean: −039, SD: 0.44; t(58) = −6.780, P < .001, with lower scores six weeks later. Student scores increased on the JES and remained high ( P < .001). High subscale scores on the PQ demonstrated immersion and involvement in the virtual experience. Discussion: These modules can allow for a shared student experience that improves diabetes attitudes, increases empathy, and fosters meaningful classroom discussion. The cine-VR experience is flexible, and modules allow students to engage in aspects of a patient’s life that were not available otherwise.

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Elizabeth Segal, Social empathy: The art of understanding others

Cited by 3 publications

References 0 publications

Reflection, Sense of Belonging, and Empathy in Medical Education—Introducing a “Novel” Model of Empathetic Development by Literature

Reflection, Sense of Belonging, and Empathy in Medical Education—Introducing a “Novel” Model of Empathetic Development by Literature

Analyzing The Construct Validity of the Indonesian Basic Empathy Scale using the Rasch model

Creating Patient Context: Empathy and Attitudes Toward Diabetes Following Virtual Immersion

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