Impact of a longitudinal course on medical professionalism on the empathy of medical students
Copyright © 2023 The Authors. Published by Elsevier B.V. All rights reserved..
OBJECTIVE: Medical education should enhance empathy. We examined, using self-assessment instruments and standardized patients (SPs), the impact on empathy, of a multi-year intervention (years 4-6 of medical training) that uses reflective learning approaches.
METHODS: 241 final-year medical students participated; 110 from the 2018 graduation class (non-intervention group) and 131 from the 2019 graduation class (intervention group). Participants completed two self-reported empathy questionnaires - the Jefferson Scale of Empathy-Students (JSE-S) and the Interpersonal Reactivity Index (IRI) - and a personality questionnaire, the NEO Five-Factor Inventory. Additionally, SPs in a simulated station assessed participants' empathy with two patient-reported instruments: the Consultation and Relational Empathy (CARE) scale and the Jefferson Scale of Patient Perceptions of Physician Empathy (JSPPPE).
RESULTS: Empathy scores were significantly higher in the intervention group compared to the non-intervention group when assessed by the SP (p < 0.001). No differences were found in self-reported questionnaires between the two groups.
CONCLUSION: A longitudinal, multi-year reflection-based intervention enhanced empathy amongst medical students as assessed by SPs, but not when assessed by student self-reported measures.
PRACTICE IMPLICATIONS: Multi-year reflective learning interventions during clinical training nurture empathy in medical students. Assessments completed by SPs or patients may enhance the evaluation of empathy.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2024 |
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| Erschienen: |
2024 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:119 |
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| Enthalten in: |
Patient education and counseling - 119(2024) vom: 07. Jan., Seite 108042 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Del Barrio, Loreto García [VerfasserIn] |
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| Anmerkungen: |
Date Completed 02.01.2024 Date Revised 02.01.2024 published: Print-Electronic Citation Status MEDLINE |
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| doi: |
10.1016/j.pec.2023.108042 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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| PPN (Katalog-ID): |
NLM364695552 |
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| 245 | 1 | 0 | |a Impact of a longitudinal course on medical professionalism on the empathy of medical students |
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| 500 | |a Date Revised 02.01.2024 | ||
| 500 | |a published: Print-Electronic | ||
| 500 | |a Citation Status MEDLINE | ||
| 520 | |a Copyright © 2023 The Authors. Published by Elsevier B.V. All rights reserved. | ||
| 520 | |a OBJECTIVE: Medical education should enhance empathy. We examined, using self-assessment instruments and standardized patients (SPs), the impact on empathy, of a multi-year intervention (years 4-6 of medical training) that uses reflective learning approaches | ||
| 520 | |a METHODS: 241 final-year medical students participated; 110 from the 2018 graduation class (non-intervention group) and 131 from the 2019 graduation class (intervention group). Participants completed two self-reported empathy questionnaires - the Jefferson Scale of Empathy-Students (JSE-S) and the Interpersonal Reactivity Index (IRI) - and a personality questionnaire, the NEO Five-Factor Inventory. Additionally, SPs in a simulated station assessed participants' empathy with two patient-reported instruments: the Consultation and Relational Empathy (CARE) scale and the Jefferson Scale of Patient Perceptions of Physician Empathy (JSPPPE) | ||
| 520 | |a RESULTS: Empathy scores were significantly higher in the intervention group compared to the non-intervention group when assessed by the SP (p < 0.001). No differences were found in self-reported questionnaires between the two groups | ||
| 520 | |a CONCLUSION: A longitudinal, multi-year reflection-based intervention enhanced empathy amongst medical students as assessed by SPs, but not when assessed by student self-reported measures | ||
| 520 | |a PRACTICE IMPLICATIONS: Multi-year reflective learning interventions during clinical training nurture empathy in medical students. Assessments completed by SPs or patients may enhance the evaluation of empathy | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a Empathy | |
| 650 | 4 | |a Medical education | |
| 650 | 4 | |a Undergraduate | |
| 700 | 1 | |a Rodríguez-Díez, Cristina |e verfasserin |4 aut | |
| 700 | 1 | |a Gea, Alfredo |e verfasserin |4 aut | |
| 700 | 1 | |a Arbea, Leire |e verfasserin |4 aut | |
| 700 | 1 | |a Pereira, José |e verfasserin |4 aut | |
| 700 | 1 | |a Díez, Nieves |e verfasserin |4 aut | |
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