The Impact of Meeting Patients with Neurological Disorders on Medical Student Empathy

Tisdale, Catherine Eve; Black, Asa C.; Jain, Sandip; Lowther, Ervin; Madeline, Lee; Troup, Chris; Nathaniel, Thomas I.; Fowler, Lauren

doi:10.1007/s40670-020-01102-z

Cited by 6 publications

(7 citation statements)

References 38 publications

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“…This was also covered by Tisdale et al, who found that medical students' empathy levels considerably increased right away following their patient interaction experience and that this the persisted for five weeks. 42 This is similar to findings in Boarman et al, which described involvement in geriatric experience and resulted in a statistically significant improvement in pharmacy students' empathy scores toward geriatric. 43 Additionally, survey findings show that encounters with elderly patients at a single event improved students' comfort levels during screening, counseling, and communication.…”

Section: Discussionsupporting

confidence: 89%

Pharmacy students' empathy and its determinants: a systematic review

et al. 2023

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Background: Empathy in the context of healthcare is an immersion experience to comprehend patients' viewpoints, feelings, and emotions, without passing judgment, to ensure they receive the necessary treatment to feel comfortable. Empathy for others must be possessed by healthcare professionals and healthcare students as healthcare professionals’ candidates, including the pharmacy student. This study aimed to identify and assess the determinants related to pharmacy students' empathy. Methods: Three electronic databases were used for the first searches. We used peer-reviewed original papers, full text, must assess determinants that are associated with pharmacy students' empathy, and only be focused on pharmacy students (first to the fourth year) as healthcare professionals candidates. We utilized Joanna Briggs Institute Critical Appraisal Checklists to observe the quality of published publications and reduce bias. Results: This review examined 14 papers that reported on determinants connected to pharmacy students' empathy. Nine studies evaluated the association between sex and the level of empathy, seven studies reported educational intervention, four studies discussed the year of study, two studies explained the type of school, four studies evaluated experience, and others determinants that discussed in the included studies were career preference, intercultural sensitivity, stigma, altruism, grit, self-awareness, marital status, and family income Conclusions: Educational intervention, experience, gender or sex, type of school, year of study, intercultural sensitivity, career preference, altruism, grit, self-awareness, marital status, and family income, can all have a positive impact on increased empathy among pharmacy students. We acknowledge that the included studies are heterogeneous, indicating that additional studies are necessary before reaching any firm conclusions. More research is needed to properly understand how empathy can be improved with the most effective pharmacy educational strategies. Higher levels of evidence are also required in studies to address the potential bias caused using self-report questionnaires, as well as other potential biases and inaccuracies.

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Section: Discussionsupporting

confidence: 89%

Pharmacy students' empathy and its determinants: a systematic review

et al. 2023

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“…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 . 16 (38%) 61–74,83,84 of the 26 papers which the interventions which were implemented over a span of time indicated increased in empathy score after the intervention.…”

Section: Resultsmentioning

confidence: 96%

“…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.…”

Section: Types Of Interventions and Outcomesmentioning

confidence: 99%

“…49,81 A majority of the interventions (60%; n = 26) were implemented over a span of time 37,[83][84][85][86] as compared with studies that suggested a oneoff intervention (30%; n = 12). 38,[50][51][52][53][54][55][56][57][58][59]82 16 (38%) [61][62][63][64][65][66][67][68][69][70][71][72][73][74]83,84 of the 26 papers which the interventions which were implemented over a span of time indicated increased in empathy score after the intervention. However, there were only three papers 52,53,58 (7%) showing an increase in empathy score for the one-off intervention.…”

Section: Duration Of the Interventions And Outcomesmentioning

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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Integrating basic, clinical, and health system science in a medical neuroscience course of an integrated pre‐clerkship curriculum

Goodwin,

Black,

Nathaniel

2023

Anatomical Sciences Ed

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Basic science, clinical science, and health system science (HSS) have become three pillars of integration upon which modern, post‐Flexner, medical education is now based. Because of this new approach to curricular integration in a clinical presentation curruculum, medical training is now placed in the context of healthcare delivery. This study described the design, implementation, and assessment of an integrated teaching strategy, including the effect on students' performance in a medical neuroscience course's summative and formative examinations of an integrated clinical presentation curriculum. The integrated teaching of basic science content, clinical case discussion, and HSS was performed in the first year of an allopathic integrated pre‐clerkship curriculum. The two cohorts were from two different years, spring 2018 and 2019. The acceptance of the integrated teaching strategy by medical students was above 80% in all categories that were assessed, including enhancing the integrated experience in learning basic and clinical science materials in the context of HSS; understanding of the learning lessons; facilitation of self‐directed learning; provision of a better learning environment; and a holistic understanding of materials including the relevance of HSS issues in the discussion of neurological cases in the medical career of the students. More than 90% of the students scored ≥70% in summative questions mapped to the four learning objectives of the integrated teaching session. The objectives are the correlation of structure to specific functions (94.0 ± 0.21), clinical anatomical features of the nervous system (95.0 ± 0.27), cross‐sectional features of the nervous system (96.0 ± 0.31), and the effect of lesions on the structure and functional pathways of the nervous system (97.0 ± 0.34). This result was significantly higher when compared to students' performance in the non‐integrated teaching cohort (p < 0.05). Formative assessments (F(7,159) = 92.52, p < 0.001) were significantly different between the two groups. When medical students were evaluated using the same questions for formative assessment, they performed better in the integrated teaching cohort (*p < 0.05) compared to the non‐integrated teaching cohort (**p < 0.05).

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The Impact of Meeting Patients with Neurological Disorders on Medical Student Empathy

Cited by 6 publications

References 38 publications

Pharmacy students' empathy and its determinants: a systematic review

Pharmacy students' empathy and its determinants: a systematic review

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

Integrating basic, clinical, and health system science in a medical neuroscience course of an integrated pre‐clerkship curriculum

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