Impact of a Workshop About Aging on the Empathy Scores of Pharmacy and Medical Students

Winkle, Lon J. Van; Fjortoft, Nancy; Hojat, Mohammadreza

doi:10.5688/ajpe7619

Cited by 93 publications

(88 citation statements)

References 39 publications

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“…Whilst some authors have found that dental and other health professional students can be taught methods to increase empathy 2 others have found that increases may be short-lived 15,16 Still others have argued that empathy cannot be taught. 17 Even then empathy should be considered an important element in patient care and a significant factor of overall physician competence that must be enhanced during dental education, and applied in the practice of dentistry.…”

Section: Discussionmentioning

confidence: 99%

Measuring Empathy Towards Patients among Dental Under Graduate Students of Bangalore City-A Cross Sectional Study

Datta¹,

Vanishree²,

Nayak³

et al. 2016

IJMEDPH

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Background: Researchers have described empathy as a cognitive attribute, which means it predominantly involves understanding another person's concerns. It has also been described as an affective or emotional characteristic, which implies that it primarily involves feeling another person's pain and suffering. Because empathic patient interactions by dentists are associated with improved patient outcomes, self-reported declines in empathy during dental student training are a concern. Aim: To measure empathy levels among 3 rd year, 4 th year undergraduate students and interns studying in dental colleges of Bangalore city and to investigate the differences in empathy scores based on gender and year of dental training. Methodology: A cross sectional descriptive research was undertaken among 800 dental students (3 rd year, final year and interns) to measure the empathy levels using Jefferson Scale of Physician Empathy-Health Professionals Version (JSPE-HP) questionnaire containing 20 items answered on a 5-point Likert scale (strongly agree, agree, neutral , disagree and strongly agree). The data was analyzed using SPSS 21. Results: Out of 800(100%) dental students, 300 (37.5%) were males and 500 (62.5%) were females with the mean age of males and females 22.93 ± 1.72 and 21.87 ± 1.28 respectively. The mean empathy scores with respect to age was more for 21-22 yrs whereas based on gender, empathy scores were more for males and there was not much difference found with the empathy scores with respect to fourth year students and interns. Conclusion: This cross-sectional study explored differences in empathy among dental student groups in the context of existing evidence that empathy declines as students progress through dental course.

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Section: Discussionmentioning

confidence: 99%

Measuring Empathy Towards Patients among Dental Under Graduate Students of Bangalore City-A Cross Sectional Study

Datta¹,

Vanishree²,

Nayak³

et al. 2016

IJMEDPH

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“…Students used a second unique identification code for their pre-and post-workshop collaboration instrument forms so their scores could be paired for more powerful statistical analysis of changes occurring in association with the interprofessional workshop. Students selected a second identification code because we found in prior studies 10 that students do not always recall their codes over several weeks or months.…”

Section: Methodsmentioning

confidence: 99%

“…4 By using regular assignments to elicit and perform critical reflection on difficult issues in the healthcare professions, professional education, and life, we have succeeded at modestly increasing cognitive empathy and patient-centered orientation scores in healthcare professions students. 3,5,10,11 The efforts also included a number of workshops 3,5,11 involving activities such as watching and discussing a performance about the challenges of aging. 10 While such interventions helped to improve students' empathy and patient-centered orientation scores, changes in their interprofessional collaboration scores had not been measured using a validated instrument.…”

Section: Introductionmentioning

confidence: 99%

“…3,5,10,11 The efforts also included a number of workshops 3,5,11 involving activities such as watching and discussing a performance about the challenges of aging. 10 While such interventions helped to improve students' empathy and patient-centered orientation scores, changes in their interprofessional collaboration scores had not been measured using a validated instrument. In this study, we determined whether students' collaboration scores changed over the course of their first 5 or 6 months of professional education.…”

Section: Introductionmentioning

confidence: 99%

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Interprofessional Workshop to Improve Mutual Understanding Between Pharmacy and Medical Students

Winkle

Bjork

Chandar

et al. 2012

American Journal of Pharmaceutical Education

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Objective. To measure changes in pharmacy and medical students' physician-pharmacist collaboration scores resulting from a workshop designed to promote understanding of the others' roles in health care. Methods. More than 88% of first-year pharmacy (n 5 215) and medical (n 5 205) students completed the Scale of Attitudes Toward Physician-Pharmacist Collaboration on 3 occasions in order to establish a baseline of median scores and to determine whether the scores were influenced by an interprofessional workshop. Results. Participation in the interprofessional workshop increased pharmacy students' collaboration scores above baseline (p50.02) and raised the scores of medical students on the education component of the collaboration survey instrument (p50.015). The collaboration scores of pharmacy students greatly exceeded those of medical students (p,0.0001). Conclusion. A workshop designed to foster interprofessional understanding between pharmacy and medical students raised the physician-pharmacist collaboration scores of both. Crucial practical goals for the future include raising the collaboration scores of medical students to those of pharmacy students.

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“…Many of the studies about empathy show that empathy declines during medical school (Hojat et al, 2004;Stepien & Baernstein 2006;Chen et al, 2007;Newton et al,2008;Fernandez Olano et al, 2008;Lim et al, 2011;Neumann et al, 2011;Van Winkle et al, 2012;Chen et al, 2012;Shariat & Habibi 2013). Unsuitable learning environments, cynicism/loss of idealism (Hojat et al, 2004;Newton et al, 2008), distress (Neumann et al, 2011), hidden curriculum (Eikeland et al, 2014), negative role-models, a high volume of materials to learn, time pressure, patient factors and overreliance on computer-based diagnostic and therapeutic technology can affect the students and cause a decline in empathy.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of student empathy level during the first five years of medical education at ankara university

Gönüllü¹,

Erden²,

Gökmen³

2017

HIG

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Empathy is an important attribute in the physician-patient relationship and promotes patient and physician satisfaction. It must be taught and promoted during medical education. However, many of the studies about empathy show that empathy declines during medical school education as the year of study increases. The aim of this study was to measure and examine the levels of student empathy during medical education at Ankara University School of Medicine. Study participants were all medical students from the first to the fifth year of the program and the 'Student Version (S-Version) of Jefferson Scale of Physician Empathy' ( JSPE-S) was used to measure the level of student empathy. The study utilized a cross-sectional design and sub-scale scores were analyzed in terms of gender and year of study. MannWhitney U test and Kruskal-Wallis variance analysis were used to compare the sub-scale scores in terms of gender and year, respectively. The results showed that the second year students` JSPE-S scores were significantly high for "perspective taking" and "compassionate care" whereas the third year students` JSPE-S scores were significantly low for the three sub-scales (p<0.001). Additionally, the scores of internship time decreased gradually as the year of study increased. Females' JSPE-S scores were significantly higher for "perspective taking" and "compassionate care" (p<0.001). In this study, the students' empathy levels were examined with a self-report scale. The results indicated that medical student empathy declines as the year of study gets higher. More studies are needed to determine whether the decline in empathy scores are due to cohort effects or to the changes occurring during medical education. Keywords: Empathy, Undergraduate Medical Education, Medical Students, Communication Skills. ÖzEmpati, hasta-hekim ilişkisinde önemli bir beceri olup hasta ve hekim memnuniyetini arttırır. Empati, tıp eğitimi sürecinde öğretilmeli ve geliştirilmelidir, fakat yapılan birçok çalışmada sınıf düzeyi arttıkça düştüğü gösterilmiştir. Bu çalışmanın amacı, Ankara Üniversitesi Tıp Fakültesi'nde tıp eğitimi boyunca öğrenci empati düzeylerinin ölçülmesi ve değerlendirilmesidir. Çalışmaya 1. sınıftan 5. sınıfa kadar tüm sınıflardaki tıp öğrencileri katılmıştır ve öğrenci empati düzeyini ölçmek için 'Jefferson Doktor Empati Ölçeği'nin öğrenci versiyonu kullanılmıştır. Kesitsel olarak planlanmış olan bu çalışmada alt-ölçek puanları eğitim yıllarına ve cinsiyete göre karşılaştırılmıştır. Cinsiyete göre farklılıklar Mann-Whitney U testi ile, eğitim yıllarına göre farklılıklar da Kruskal-Wallis varyans analizi ile değerlendirilmiştir. Elde İpek GÖNÜLLÜ ())

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Impact of a Workshop About Aging on the Empathy Scores of Pharmacy and Medical Students

Cited by 93 publications

References 39 publications

Measuring Empathy Towards Patients among Dental Under Graduate Students of Bangalore City-A Cross Sectional Study

Measuring Empathy Towards Patients among Dental Under Graduate Students of Bangalore City-A Cross Sectional Study

Interprofessional Workshop to Improve Mutual Understanding Between Pharmacy and Medical Students

Evaluation of student empathy level during the first five years of medical education at ankara university

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