Interventions to cultivate physician empathy: a systematic review

Abstract

BackgroundPhysician empathy is both theoretically and empirically critical to patient health, but research indicates that empathy declines throughout medical school and is lower than ideal among physicians. In this paper, we synthesize the published literature regarding interventions that were quantitatively evaluated to detect changes in empathy among medical students, residents, fellows and physicians.MethodsWe systematically searched PubMed, EMBASE, Web of Science and PsychINFO in June of 2014 to identify articles that quantitatively assessed changes in empathy due to interventions among medical students, residents, fellows and physicians.ResultsOf the 1,415 articles identified, 64 met inclusion criteria. We qualitatively synthesized the findings of qualified studies by extracting data for ten study metrics: 1) source population, 2) sample size, 3) control group, 4) random assignment, 5) intervention type, 6) intervention duration, 7) assessment strategy, 8) type of outcome measure, 9) outcome assessment time frame, and 10) whether a statistically significant increase in empathy was reported. Overall, the 64 included studies were characterized by relatively poor research designs, insufficient reporting of intervention procedures, low incidence of patient-report empathy assessment measures, and inadequate evaluations of long-term efficacy. 8 of 10 studies with highly rigorous designs, however, found that targeted interventions did increase empathy.ConclusionsPhysician empathy appears to be an important aspect of patient and physician well-being. Although the current empathy intervention literature is limited by a variety of methodological weaknesses, a sample of high-quality study designs provides initial support for the notion that physician empathy can be enhanced through interventions. Future research should strive to increase the sample of high-quality designs through more randomized, controlled studies with valid measures, explicit reporting of intervention strategies and procedures, and long-term efficacy assessments.Electronic supplementary materialThe online version of this article (doi:10.1186/1472-6920-14-219) contains supplementary material, which is available to authorized users.

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

“…Therefore, medical schools may need to pay attention Possible explanation for the highest score observed for "perspective taking" and "compassionate care" subscales might be communication skills training program given in the 2 nd year. There are many studies that shows empathy can be enhanced by effective educational strategies, targeted educational programs, or medical consultations with SPs (Aspegren, 1999;Winefield and Chur-Hansen, 2000;Stepien and Baernstein 2006;Fernandez Olano et al, 2008;Batt Rawden et al, 2013;Hojat et al,2013;Kelm et al, 2014;Schweller et al, 2014;Williams et al;. Williams et al (2015) has shown that self-reported empathy levels have been shown to improve following DVD simulation-based workshops.…”

How do newly-qualified doctors perceive empathy in medical training and practice?

“…It may, on occasion, cause doctors to feel that there is a tension between empathy for the patient and the drive for efficiency in clinical practice. To avoid this duality and ensure a more systemic approach to empathic patient care, our research suggests that doctors in the early years of postgraduate training may benefit from positive role modeling and targeted educational interventions on the subject [18].…”

Empathy – Can it be Taught?

“…46 Although the current literature on teaching empathy is hampered by conceptual confusion and methodological weakness, a review of ten rigorous studies supports the notion that empathy can be enhanced by teaching. 47 Students and doctors can learn that empathy is neither detachment nor immersion but an iterative relational process of emotional resonance, reciprocity and curiosity about the meaning of the clinical situation for the patient. 29 Although the current literature on teaching empathy is hampered by conceptual confusion and methodological weakness, a review of ten rigorous studies supports the notion that empathy can be enhanced by teaching.…”