Empathy – Can it be Taught?

Jeffrey, David; Downie, R. S.

doi:10.4997/jrcpe.2016.210

Cited by 42 publications

(26 citation statements)

References 41 publications

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“…Training in communication skills should create an understanding of the cognitive, emotional and behavioural underpinnings of patients’ perspectives on the information being exchanged (Razavi & Delvaux, ). Indeed, there is ‘now a societal and cultural expectation that doctors and nurses should feel, and display, empathy for their patients’ (Jeffrey & Downie, ), which may present a challenge to those physicians who tend to distance themselves from the individuals they treat medically.…”

Section: Discussionmentioning

confidence: 99%

“…Whether empathy can be explicitly taught to medical professionals remains a subject of extensive debate (Jeffrey & Downie, ). However, Fallowfield et al () provided evidence that shows some specific communication skills can be explicitly taught, and emerging evidence implies training may improve patient and doctor satisfaction and create positive psychological outcomes, such as reduced anxiety following the consultation (Heras et al , ).…”

Section: Discussionmentioning

confidence: 99%

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A clinical review of communication training for haematologists and haemato‐oncologists: a case of art versus science

Christie¹,

Glew²

2017

Br J Haematol

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The art of communication at times seems at odds with the science of medicine. Poor communication is associated with risks for patient and physician. Communication skills are highly relevant for haematologists and are associated with increased physician and patient satisfaction, positive psychosocial outcomes and possible health outcomes. Medical communication training has recently become widespread but is largely restricted to junior medical professionals. In haematology, the proliferation of high quality communication skills is low and there are few interventions catering for the required skillset. A review identified five applicable interventions for haematologists. There is variation in intervention length and structure, and most studies measure targeted skill fidelity rather than patient outcomes. Work on motivation and empowerment holds potential for haematological conditions, but is largely absent from care. This review highlights the need for new interventions for haematologists which focus on producing and maintaining positive patient outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A clinical review of communication training for haematologists and haemato‐oncologists: a case of art versus science

Christie¹,

Glew²

2017

Br J Haematol

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“…Although there has been some debate in the scientific literature, the general consensus appears to be that both levels of empathy can, to some extent at least, be taught and developed as a body of skills (Jeffrey and Downie, 2016;Stepian and Baernstein, 2006).…”

Section: What Is Empathy?mentioning

confidence: 99%

Empathy: an essential element of legal practice or ‘never the twain shall meet’?

Westaby

Jones

2017

International Journal of the Legal Profession

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In a climate where the work of the legal profession is changing and evolving rapidly, this article considers the potential for empathy to be incorporated as an essential element of legal practice. This challenges the conceptions of legal practice held by many legal professionals and law students but draws on increasing scientific evidence demonstrating the interaction between cognition and affect and reflects the emotional realities of life in practice. This article will consider the different definitions of empathy and argue that it is necessary for it to be conceptualised in a way which draws upon both cognitive and affective elements. When empathy is interpreted in this way it can provide both a more effective form of practice and a deeper appreciation of ethics and values. This article will argue that to incorporate empathy in this way requires a richer, more nuanced consideration of the benefits and challenges involved in its use. However, embedding it throughout legal education, training and legal practice would more than reward such a careful evaluation of its role

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“…It is beyond the scope of this paper to review the many initiatives which have been used to enhance empathy in students and doctors 4,63,64 Role modelling, mentoring and the use of the medical humanities are all considered to be helpful in enhancing empathy. 4 …”

Section: Teaching Empathymentioning

confidence: 99%

Communicating with a Human Voice: Developing a Relational Model of Empathy

Jeffrey

2017

Journal of the Royal College of Physicians of Edinburgh

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The medical profession has adopted a cognitive model of empathy, or detached concern, in its professionalism and practice. As a consequence there is now an empathy gap which has been demonstrated by lapses in patient care in the UK. There may also be an empathy gap developing in medical students during their training. This paper argues for the adoption of a relational view of empathy which embraces emotional and moral dimensions of the concept, acknowledges the importance of the clinical context and prioritises the relationship between the doctor and patient. A relational model extends to encompass the patient's family and all members of the healthcare team. By exploring the process of empathising in clinical practice I develop a relational model that is more appropriate for modern patterns of patient care and medical education than detached concern. Adoption of a relational model of empathy in training and practice can help bridge the empathy gap.Keywords: doctor-patient relationship, empathy, medical education, professionalism Declaration of interests: No confl ict of interests declaredAbstract Introduction

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Empathy – Can it be Taught?

Cited by 42 publications

References 41 publications

A clinical review of communication training for haematologists and haemato‐oncologists: a case of art versus science

A clinical review of communication training for haematologists and haemato‐oncologists: a case of art versus science

Empathy: an essential element of legal practice or ‘never the twain shall meet’?

Communicating with a Human Voice: Developing a Relational Model of Empathy

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