The Effect of Education with Simulated Patient on the Empathy Attitudes of Medical Students: An Intervention Study

Tanrıverdi, Esra Çınar; Taştan, Kenan

doi:10.18521/ktd.990762

Cited by 3 publications

(7 citation statements)

References 23 publications

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“…Empathy was briefly mentioned by the interviewees as one of the themes of the outcome of the interventions. Four studies did not mention how long the interventions were and when they were implemented 47–49,81 . Hence, we are not able to make a fair judgement whether the outcome (no significant change) was due to the duration.…”

Section: Resultsmentioning

confidence: 92%

“…Upon further scrutiny, we found that different interventions were being implemented either as a one‐off intervention or over a span of time (refer to Table 1). There were four articles which did not mention the duration of implementation 47–49,81 . Of these four articles, the results showed no significant change in empathy for two quantitative articles 47,48 and the other two were qualitative research 49,81 .…”

Section: Resultsmentioning

confidence: 97%

“…A total of 44 articles (38 undergraduate and six postgraduate) 11,37,38,47–87 were reviewed. Interventions related to empathy have placed a higher emphasis on undergraduate as compared with postgraduate education.…”

Section: Resultsmentioning

confidence: 99%

“…The one of the most commonly used approach was the use of interviewing techniques with simulated patients or peers/tutors in fostering empathy, 47,48,54,62,71 followed by the use of reflective/narrative writing 51,55,68,76 . There are other approaches being suggested such as case discussion, 37,61,78 gamification, 72 letter exchange, 80 and experiential learning using tattoos 57 .…”

Section: Resultsmentioning

confidence: 99%

“…There were four articles which did not mention the duration of implementation 47–49,81 . Of these four articles, the results showed no significant change in empathy for two quantitative articles 47,48 and the other two were qualitative research 49,81 . A majority of the interventions (60%; n = 26) were implemented over a span of time 37,60–80,83–86 as compared with studies that suggested a one‐off intervention (30%; n = 12) 38,50–59,82 .…”

Section: Resultsmentioning

confidence: 99%

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Empathy in health professions education: What works, gaps and areas for improvement

et al. 2022

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Introduction: Developing a physician equipped with both technical and affective skills is crucial in ensuring quality patient care. Of these skills, nurturing empathy is a key skill that has been studied in great detail, particularly among medical undergraduates. Despite numerous studies trending the changes in empathy, the results are often contradictory or confusing. Our study aims to find what interventions are effective to inculcate empathy in both undergraduate and postgraduate medical education and suggest areas for improvement. Methods: A narrative review was conducted on the interventions in nurturing empathy in undergraduate and postgraduate medical education. Original research articles and systematic reviews with clear interventions and outcomes were included in the study. Results: A total of 44 articles were reviewed. About 44% (n = 18) of the studies used a mixture of different approaches as their interventions. Some interventions were anchored by specific topics: Seven papers focusing on communication skills, three papers on humanities, and three on arts. A majority of the interventions (60%; n = 26) were implemented over a span of time as compared to studies which suggested a one-off intervention (30%; n = 12). Of the 26 papers in which the interventions were enforced over a period of time, 62% (n = 16) indicated an increase in student empathy whereas 16% (n = 4) indicated no changes in empathy post-intervention. On the contrary, 50% (n = 6) of the one-off interventions revealed no significant change in student empathy. Jefferson Scale of Empathy (JSE) is widely used in measuring student empathy postintervention, but approximately 41% of the studies included measuring tools other than JSE.Conclusions: Pedagogical methods that invoke thought processes related to the affective domain of learning and experiential learning are more effective than the didactic methods of teaching and learning. Multimodal mixed-methods approach that combine different pedagogical interventions is more likely to bring about the desired results. | INTRODUCTIONPast research has established the importance of empathy in the practice of medicine. Within the health care context, it has been widely acknowledged that the ability to empathise leads to better health outcomes for patients. [1][2][3] Studies have further illustrated that the empathetic relationship forged with patients strengthens the adherence to individualised therapeutic plans, improved patient satisfaction, and

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Section: Resultsmentioning

confidence: 92%

Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Empathy in health professions education: What works, gaps and areas for improvement

et al. 2022

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Validity and reliability of the Professionalism Assessment Scale in Turkish medical students

Tanrıverdi

Nas²,

Kaşali³

et al. 2023

PLoS ONE

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Medical professionalism is a basic competency in medical education. This study aimed to adapt the Professionalism Assessment Scale, which is used to evaluate the professionalism attitudes of medical students, into Turkish and to assess its validity and reliability. First, the scale’s translation-back-translation was performed and piloted on 30 students. Then, the final scale was applied to medical students to ensure the scale’s validity. The Penn State University College of Medicine Professionalism Questionnaire was used for external validation to assess criterion validity. Confirmatory factor analysis was performed for structure validity. Test-retest, item correlations, split-half analysis, and Cronbach’s alpha coefficient were evaluated to determine the scale’s reliability. SPSS 25.0 and AMOS 24.0 package programs were used for statistical analysis. The statistical significance level was accepted as P<0.05. The mean age of the participants was 21±2 years, and 50.5% (n = 166) were female. Three hundred thirty-five students were invited, and 329 participated in the study. The response rate was 98%. The mean total Professionalism Assessment Scale score was 96.36±12.04. The three-factor structure of the scale, “empathy and humanism,” “professional relationship and development,” and “responsibility,” was confirmed. The Cronbach’s alpha coefficient of the scale was 0.94, and both the Spearman-Brown and Guttman split-half coefficients were 0.89. The three-factor structure of the scale, consisting of 22 items, explained 59.1% of the total variance. The intraclass correlation coefficient between test-retest measurements was 0.81. Confirmatory factor analysis showed a model suitable for the original version of the scale (χ2/sd = 2.814, RMSEA = 0.074). The Turkish version of the Professionalism Assessment Scale is a valid and reliable tool to determine the professionalism attitudes of medical students in Turkey.

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The effect of practice with the simulated patient on the professionalism attitudes of medical students: An intervention study

Çınar Tanrıverdi,

Bayraktar

2023

J Res Clin Med

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Introduction: Medical school education is effective in the professionalization development of students. In this study, it was aimed to evaluate the effectiveness of course training and to investigate the effect of interactions with simulated patients on the professional attitudes of medical students. Methods: The research is an intervention study designed in the pretest-posttest pattern. The sociodemographic questionnaire and Penn State College of Medicine (PSCOM) professionalism attitude scale were used as data collection tools. The scale was applied to the students three times: before the course (1), after the course (2) and after the simulated patient practice (3). Results: The mean age of the students was 21.40±2.07 years and 54.8% (n=148) were female. The PSCOM scale scores of the students were 154.11±10.91, 158.59±10.48, and 164.64±10.81 respectively for score 1, score 2 and score 3, and, there was a statistically significant increase in score (P<0.001). The scale dimension’s scores all increased after the course and simulated patient (SP) practice. The difference between scores 1, 2, and 3 is statistically significant. The score increased significantly for all dimensions after training and SP’ practices, and the difference between scores 1, 2, and 3 was found to be statistically significant (P<0.001 for all). The female students had significantly higher total scores of 1, 2, and 3 than the male students (P<0.001 for scores 1 and 2, P=0.005 for score 3). Conclusion: Training and simulated patient practices increase medical students’ professionalism scores. The highest score was determined after simulated patient applications.

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The Effect of Education with Simulated Patient on the Empathy Attitudes of Medical Students: An Intervention Study

Cited by 3 publications

References 23 publications

Empathy in health professions education: What works, gaps and areas for improvement

Empathy in health professions education: What works, gaps and areas for improvement

Validity and reliability of the Professionalism Assessment Scale in Turkish medical students

The effect of practice with the simulated patient on the professionalism attitudes of medical students: An intervention study

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