Teaching Empathy in Healthcare: from Mirror Neurons to Education Technology

Foster, Adriana; Trieu, Michelle; Azutillo, Elizabeth; Halan, Shivashankar; Lok, Benjamin

doi:10.1007/s41347-017-0019-1

Cited by 13 publications

(3 citation statements)

References 83 publications

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“…Contemporary nursing practice is built around the principle of compassion, defined as the sense of valuing other people and caring about their welfare (Bloom, 2017). Compassion, as the essence of nursing care, improves quality (Straughair, 2012) and response to patients treatment, and affects patients' and professionals' satisfaction with the care experience (Foster et al, 2017;Stamm, 2002). Oncology nurses are the professionals who have most contact with patients and family members when dealing with a cancer diagnosis (Chang et al, 2016), offering emotional support in the face of a potentially poor prognosis and controlling symptoms and side effects.…”

Section: Introductionmentioning

confidence: 99%

Emotional impact and compassion fatigue in oncology nurses: Results of a multicentre study

Arimon-Pagès

Torres-Puiggros

Fernández-Ortega

et al. 2019

European Journal of Oncology Nursing

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This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

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Section: Introductionmentioning

confidence: 99%

Emotional impact and compassion fatigue in oncology nurses: Results of a multicentre study

Arimon-Pagès

Torres-Puiggros

Fernández-Ortega

et al. 2019

European Journal of Oncology Nursing

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“…The distinction between empathy and compassion is important to emphasise in healthcare worker training. Empathy has been emphasised for decades in healthcare (Foster et al, 2017;Zaki, 2019). However, empathy and compassion are not the same (Jeffrey, 2016;Ricard, 2015;Strauss et al, 2016).…”

Section: Empathic Concern Vs Empathic Distressmentioning

confidence: 99%

The Use of Common Humanity Scenarios to Promote Compassion in Healthcare Workers

Ling

Petrakis

Olver

2020

Australian Social Work

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The importance of compassion in healthcare is universally acknowledged. However, the factors that enhance compassion are not well understood. The perception of common humanity has been proposed as a prosocial perspective that leads to unbiased universal compassion. There has been a lack of research into the relationship between common humanity and compassion. This study examined the use of common humanity scenarios to promote compassion in healthcare workers. Seventy-five healthcare workers were randomly assigned to two groups and shown a different common humanity scenario. The healthcare workers were asked what effect viewing the videos had on their perception of common humanity and compassion. Thematic analysis was used to identify themes. Four main themes emerged: (a) common bonds; (b) people have the same needs; (c) no one wants to suffer; (d) seeing strangers helping others is motivating. Healthcare workers reported feelings of care, concern, and compassion after viewing common humanity scenarios. IMPLICATIONS. Viewing common humanity scenarios appears to lead to enhanced feelings of connection to others and compassion in healthcare workers.. Using common humanity scenarios may be a useful compassion training strategy in healthcare.. Further research is necessary to gain a better understanding of how viewing common humanity material influences compassion.

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“…Current medical empathy education is conducted through seminars and workshops (9,10), learning from seniors during clinical exposure (11), re ective writing (12,13), role-playing (14-16), group interaction (17), narrative medicine (18), and patient shadowing (19). Some review articles also mention that perspective-taking and embodied simulation are key elements for achieving success in empathy education (20,21). However, traditional empathy education encounters challenges in replicating realistic scenarios and fostering an authentic environment.…”

Section: Introductionmentioning

confidence: 99%

Can Virtual Reality Technology be Used for Empathy Education in Medical Students: A Randomized Case-control Study

Lin,

Huang,

Wang

et al. 2024

Preprint

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Background Empathy is an important factor in the doctor-patient relationship, but mental illness is more difficult to understand than other diseases. Besides traditional skills, virtual reality (VR) has been identified as a promising tool in empathy education. This study aimed to investigate the ability of empathy enhancement, the feasibility of depression education, and the changes in thoughts and attitudes in medical students through a single VR experience. Methods We recruited medical students and randomly assigned them to two groups based on their completed Interpersonal Response Index scores. Two sets of VR systems were provided; the intervention group experienced the daily life of the depressed medical student, while the control group experienced the general medical student scenario. The improvement of empathy was assessed using the Jefferson Scale of Empathy-Health Professional Students (JSE-HPS), and the change of attitude was assessed through the Implicit Association Test. In addition, other questionnaires were used to evaluate the user experience of this VR system, and correlation analysis was conducted to examine the association between the use of VR and changes in the JSE and IAT scores. Results A total of 59 medical students were enrolled in this study. The intervention group showed a significant increase in the perspective-taking (pre: mean 5.817, SD 0.536; post: mean 5.947, SD 0.620; P = .03) and compassionate care (pre: mean 5.546, SD 0.581; post: mean 5.721, SD 0.629; P = .01) domains of the JSE score and a significant decrease in the empathy (SP) domain (pre: mean 3.583, SD 1.253; post: mean 2.967, SD 1.252; P = .002). The Pearson correlation analysis found a significant positive correlation between the JSE score with immersion aspect (r = 0.308, P = .049) and presence aspect (r = 0.415, P = .01), and we also found a significant negative correlation between the IAT score and presence aspect (r=-0.333, P = .04). Conclusions This study is the first randomized case-control study to investigate the effect of two different versions of VR on empathy development toward depression for medical students. Although the single VR experience was unable to induce a great improvement in empathy or attitude, the VR system could help medical students enhance their understanding of depressive disorders. Trial Registration: Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12624000297527; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=386683&isReview=true

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Teaching Empathy in Healthcare: from Mirror Neurons to Education Technology

Cited by 13 publications

References 83 publications

Emotional impact and compassion fatigue in oncology nurses: Results of a multicentre study

Emotional impact and compassion fatigue in oncology nurses: Results of a multicentre study

The Use of Common Humanity Scenarios to Promote Compassion in Healthcare Workers

Can Virtual Reality Technology be Used for Empathy Education in Medical Students: A Randomized Case-control Study

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