Medical humanities: a resident doctor’s perspective

Pauranik, Anvita

doi:10.20529/ijme.2012.055

Cited by 5 publications

(6 citation statements)

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“…This agrees with all previous research suggesting that art, literature, poetry and narrative-based medicine enhance empathy [79][80][81][82]. An interesting article by Pauranik [83] titled 'Medical humanities: a resident doctor's perspective' explains how overwork, sleep deprivation and the bombardment of competitive examinations with the pressure of expectations all combine to destroy the dreams that doctors have when they start medical school. She suggests that by integrating medical humanities into the curriculum and sensitising young minds, using the arts, literature, history and lessons on social issues, we may bring about a paradigm shift in that trend.…”

Section: Empathy and Previous Educationsupporting

confidence: 88%

Empathy Levels in Medical Students: Do They Really Change Over Time?

Hegazi¹,

Hennessy²,

Wilson³

2017

Empathy - An Evidence-Based Interdisciplinary Perspective

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There is conceptual ambiguity in defining empathy, which is further amplified when trying to define clinical empathy. The construct of empathy has been an ongoing debate: sometimes being interpreted as a cognitive attribute, other times as an emotional state of mind. Our preferred definition is moral, emotive, cognitive and behavioural dimensions working in harmony to benefit the patient. Understanding the feelings, attitudes and experiences of a patient is the first step towards a potent and effective interview and, thereby, therapeutic agreement. Thus, clinical empathy may be the most powerful tool for a successful collaboration between the patient and the doctor. This chapter discusses the history of clinical empathy starting with Sir William Osler's definition of 'neutral empathy' where he argues that physicians need to neutralise their emotions so that they can 'see into' and, thereby, be able to 'study' the patient's 'inner life', to Halpern's insightful observations about the power of empathy, which 'lies in its ability to help us cross the divide between clinicians and patients created by their very different circumstances'. This is followed by a summary of the literature deliberating the increasing concern among medical educators and medical professionals regarding the decline in medical students' empathy during medical school, which brings us to our research question: are there significant changes in empathy levels over time in undergraduate medical education? This body of work reports on a cross-sectional study of all medical students enrolled at an Australian medical school, known for its cultural, social and religious diversity, in 2011. The research instrument used consisted of a survey encompassing questions on demographics in addition to the Jefferson Scale of Physician Empathy, Student version (JSPE-S). Empathy levels were compared while controlling for effects of age, gender, marital status, religious belief, ethnicity/cultural background, year of medical training, previous education and level of completion of programmes promoting altruism in an attempt to identify their effect on the levels of empathy. A total of 404 students participated in the study. The scores of the JSPE-S ranged from 34 to 135 with a mean score of 109.07 ± 14.937. This is considered moderate to high when compared to reported scores in previous studies on medical students. Female medical students had significantly higher empathy scores compared to their male counterparts in total and

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Section: Empathy and Previous Educationsupporting

confidence: 88%

Empathy Levels in Medical Students: Do They Really Change Over Time?

Hegazi¹,

Hennessy²,

Wilson³

2017

Empathy - An Evidence-Based Interdisciplinary Perspective

View full text Add to dashboard Cite

show abstract

“…9,20 Unexpectedly, this study did not show evidence of pronounced malefemale difference in empathy scores, together with the results about the favorite implementation model of humanistic education, hinting that the impact of gender on empathy in China is gradually decreasing, which possible due to the economic development over the past decades resulting in increase of female social status and the change in gender role expectations in China. Strengthening and integrating humanities into professional education was widely believed contribute to increase in empathy, professionalism, and self-care [29][30][31] and to provide mechanisms for enhanced educatee well-being. 32 The implementation models of humanistic education are diversiform, and have been widely used in medical education.…”

Section: Discussionmentioning

confidence: 99%

Empathy In Chinese Pharmacy Undergraduates: Implication for Integrating Humanities Into Professional Pharmacy Education

Li¹,

Wang²,

Hu³

et al. 2015

IJPER

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At present, fostering and promoting empathy, an important humanistic quality, are believed ethical imperatives, and should be carried through the pharmacy education to facilitate the interpersonal and philosophical development of healthcare students. A cross-sectional study used the JSE-HPS (Jefferson Scale of Empathy-Health Profession Student version) to assess 263 Chinese pharmacy undergraduates from 1 st to 4 th year at Wuhan University of Science and Technology. Attached to the scale was a survey containing questions on demographics and favorite implementation model of humanistic education. Mean score of JSE-HPS was 112.58. Cronbach's alpha coefficient was 0.81. Three factors emerging in the factor analysis of JSE-HPS are "perspective taking", "compassionate care" and "ability to stand in patients' shoes". And empathy score of 4 th -year students was highest. In addition, the three most popular implementation models were "Social activities", "Extracurricular activity on pharmacy humanistic education", and "Humanistic education should be infiltrated and integrated within the existing professional curriculum", respectively. Our study findings indicate that humanistic education in the foundations courses for 1 st to 3 rd academic year pharmacy students need to be focus on. For successful practice, humanistic education that promotes empathy has to be integrated within the existing training programs for pharmacy undergraduate students in a vivid way.

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“…There is no much difference in empathy levels in our post-graduates because of our patient-centric approaches. ( 8 , 19 )…”

Section: Discussionmentioning

confidence: 99%

“…There is no much difference in empathy levels in our post-graduates because of our patient-centric approaches. (8,19) Patel S et al, in 2019 in his systematic review on curricula for empathy and compassion training in medical education stated that training can enhance physician empathy and compassion. Training curricula should incorporate the specific behaviors identified in their report.…”

Section: 76910mentioning

confidence: 99%

Awareness, Knowledge, Attitude and Empathy Levels of Dental Postgraduates Towards Their Patients During Practice and Research—A Questionnaire Based Survey

Kumar

Dalavai

Gadde

et al. 2021

Journal of Patient Experience

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Empathy is vital in ensuring the quality of the patient-clinician relationship. Empathy in the health care setting is the ability to understand a patient's experiences and feelings and communicate this understanding for better clinical outcomes in dental treatments. The study aimed to compare levels of empathy in post-graduate dental students across the different years of the master's degree course. Questionnaire forms distributed among post graduate students and awareness, knowledge, attitude, and empathy levels towards their patients were assessed. Responses of all the post-graduate students of all specialties in a dental institute were subjected to statistical analysis to know and compare their empathy towards the patients during their clinical practice and research throughout their three-year master's degree. The mean empathy score was 52.01 (maximum of 100), with a standard deviation of 6.69. The empathy scores decreased slightly from the first to the third year of the master's degree. The participant's age, marital status, place of residence, and specialties of dental post-graduation showed much significant difference in empathy levels. The study found slight significant gender differences in empathy among the participants. The empathy scores declined gradually very slightly as they were promoted to the next level in the course. The increase in empathy levels found in this study is more significant than those reported in similar studies due to the inclusion of educational and orientation programs at the time of admission into post-graduate studies.

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Medical humanities: a resident doctor’s perspective

Cited by 5 publications

References 0 publications

Empathy Levels in Medical Students: Do They Really Change Over Time?

Empathy Levels in Medical Students: Do They Really Change Over Time?

Empathy In Chinese Pharmacy Undergraduates: Implication for Integrating Humanities Into Professional Pharmacy Education

Awareness, Knowledge, Attitude and Empathy Levels of Dental Postgraduates Towards Their Patients During Practice and Research—A Questionnaire Based Survey

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