“There’s no billing code for empathy” - Animated comics remind medical students of empathy: a qualitative study

Abstract

BackgroundPhysician empathy is associated with improved diabetes outcomes. However, empathy declines throughout medical school training. This study seeks to describe how comics on diabetes affect learning processes for empathy in medical students.MethodsAll first- or second-year students at a Canadian medical school were invited to provide written reflections on two comics regarding diabetes and participate in a focus group. Responses were analyzed qualitatively for emergent themes. Students completed the Jefferson Scale of Physician Empathy (JSPE) at baseline, after the comic, and after the focus group. Linear mixed model statistical analyses were performed.ResultsThirteen first-year and 12 second-year students participated. Qualitative analysis revealed four themes: 1) Empathy decline and its barriers; 2) Impact of the comic and focus group on knowledge, attitudes and skills; 3) Role of the comic in the curriculum as a reminder tool of the importance of empathy; 4) Comics as an effective medium. Baseline mean JSPE scores were 116.4 (SD 10.5) and trended up to 117.2 (SD 12.5) and 119.6 (SD 15.2) after viewing the comics and participating in the focus groups, respectively (p = 0.08).ConclusionsAnimated comics on diabetes are novel methods of reminding students about empathy by highlighting the patient perspective.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0724-z) contains supplementary material, which is available to authorized users.

“Brought to life through imagery” – animated graphic novels to promote empathic, patient-centred care in postgraduate medical learners

“…Numerous studies have described the benefit of empathy training [ 2 , 10 , 11 , 19 , 20 ], and many novel methods of have been tried, including exposure to poetry and short stories, and having residents role play as patients [ 21 , 22 ]. However, our paper is the first to investigate the role of a comics-based curriculum in empathy training.…”

“…We previously investigated the impact of this intervention on undergraduate medical students’ approach to patient interactions [ 10 , 11 ]. Pre-clerks found the comics to be a useful reminder of empathy [ 10 ]. Clerkship students identified the value of empathy in the patient-physician relationship, giving it equal value to physician competence and medical knowledge [ 11 ].…”

“Brought to life through imagery” – Animated graphic novels to promote empathic, patient-centred care in postgraduate medical learners

“…Numerous studies have described the bene t of empathy training [2,10,11,19,20], and many novel methods of have been tried, including exposure to poetry and short stories, and having residents role play as patients [21,22]. However, our paper is the rst to investigate the role of a comics-based curriculum in empathy training.…”

Nurturing virtues of the medical profession: does it enhance medical students’ empathy?

“…Highlighting the patients’ perspectives may also be an effective way to remind medical students to put themselves in their patients’ shoes 29 . In this sense, a positive first experience within the medical curriculum may shield or buffer the influence of negative role models in the future.…”