Using videos to introduce clinical material: effects on empathy

Abstract

defibrillator (AED) correctly. These skills were taught using a combination of lectures and simulation-based small-group sessions. After the presentation of the material by content experts, skills were practised with the experts using airway and CPR manikins, as well as cardiac rhythm generators, defibrillators and AED trainers. Strategies to prevent needlestick injuries during phlebotomy, the correct implementation of universal precautions, and hand washing and hand hygiene were also reviewed, demonstrated and practised. Competency in both the life-saving skills and the personal safety skills was assessed following the completion of all lectures and skills laboratory sessions. Evaluation of results and impact Three classes of medical students participated in the programme between 2008 and 2010 (n = 375 students). In postcourse surveys, 81.3% of the students (n = 305) noted that the overall programme had a significant impact on their education. In 2010, student self-confidence in their personal safety skills improved from 56.8% to 81.2%. This programme has provided our students with the knowledge and confidence to effectively manage a patient for the first several minutes of a resuscitation while maintaining their own personal safety.

Gender Differences in the Effect of Medical Humanities Program on Medical Students' Empathy: A Prospective Longitudinal Study

“…While some studies have found similar patterns of change in men and women [1,11,26], in one of these studies the effect size of empathy decline was much larger for men [1], and another cross-sectional study found that empathy declined between the third and the fourth-year of medical studies in men but not in women [27]. Two additional studies on the effect of targeted educational program on empathy supported our findings showing a significant increase in empathy in women but not in men [28,29].…”

“…For example, female physicians have been reported to spend more time with their patients [30] and render a more patient-oriented care [31]. It is possible that gender-specific impact of educational programs that we and others [28,29] have observed, were underestimated in previous studies because of small samples, which did not allow to assess such effects. It is also possible that measuring empathy at a single time point would be less sensitive to detect gender differences in empathy as compared to longitudinal studies.…”

“…Previous studies on gender effect on medical students' empathy yielded inconsistent findings [1,11,[26][27][28][29]. While some studies have found similar patterns of change in men and women [1,11,26], in one of these studies the effect size of empathy decline was much larger for men [1], and another cross-sectional study found that empathy declined between the third and the fourth-year of medical studies in men but not in women [27].…”

Gender Differences in the Effect of Medical Humanities Program on Medical Students' Empathy: A Prospective Longitudinal Study 

“…Our ndings suggest that gender differences in empathy may exist, and go along with gender differences previously reported in clinical practice [32,33]. It is possible that gender-speci c impact of educational programs that we and others [22,23] have observed were underestimated in previous studies because of small samples which did not allow to assess such effects. It is also possible that measuring empathy at a single time point would be less sensitive to detect gender differences in empathy as compared to longitudinal studies.…”

“…Educational interventions have been suggested to prevent empathy decline during medical studies (18)(19)(20)(21)(22)(23). Previous studies have reported on higher empathy in women as compared to men, following such educational interventions [22,23].…”