Mapa da Empatia em Saúde: Elaboração de um Instrumento para o Desenvolvimento da Empatia

Abstract

Introduction: Empathy is a multidimensional construct that requires the ability to perceive and understand the others’ perspectives, as well as feel their emotional state. It is an intellectual skill to be learned and represents one of the domains of emotional intelligence. The aim of this study was to create an instrument for the teaching and practice of empathy skills in medical education scenarios, called the “Health Empathy Map” (HEM). Method: This is a qualitative and descriptive study, aimed at developing the Health Empathy Map. The study had 3 phases: (1) Adaptation of the empathy map for medical education scenarios (2) Adequacy of the instrument content performed by teachers from the Outpatient Clinic of José do Rosário Vellano University, during teacher training (3) Assessment of content and feasibility of the instrument, first performed using the focal group technique and then by third-year medical students during outpatient clinic practice and in the tutorial group. Results: The adequacy of the instrument for medical education teaching scenarios was based on conceptual aspects of empathy: perspective-taking, emotional sharing and empathetic concern, as well as suggestions from the outpatient clinic teachers, focal group participants and medical students. All suggestions were debated and accepted, after a consensus that indicated advances and improvements of the instrument, in order to allow its use by students in health learning scenarios. Conclusion: The final version of the HEM was considered by participants of different phases of the study, as an educational instrument with great instructional potential, in terms of stimulating the development of empathy, with a broad use in medical education scenarios.

Empatia em estudantes de Medicina: análise em função do período da graduação e perfil sociodemográfico

“…A JSPE-vs se utiliza de uma escala de resposta do tipo Likert de 7 pontos (de 1 = discordo fortemente a 7 = concordo fortemente), e as pontuações mínima e máxima possíveis são, respectivamente, 20 e 140 pontos para o escore global, que é dado pela soma do escore atribuído a cada uma das sentenças e representa o nível de empatia global do estudante; 11 e 77 pontos para o CC; 2 e 14 pontos para a CCLP; e 7 e 49 pontos para a TP. As respostas às sentenças 1,3,6,7,8,11,12,14,18 e 19 possuem escore "reverso" no somatório (de 1 = concordo fortemente a 7 = discordo fortemente), para reduzir o efeito da resposta padrão conhecida como "estilo de resposta de aquiescência", que seria a tendência de a pessoa concordar com os itens ou discordar deles sem considerar o seu conteúdo 15,16 .…”

Empathy in medical students: analysis as a function of the undergraduate period and sociodemographic profile

“…It is true that there are controversies among several authors regarding the transmissibility of empathy; however, many of them defend that, if empathy can be "lost", it can also be "taught", and, therefore, medical schools have the responsibility to work not only on the technical-scientific skills, but also on the humanistic skills of these students. Although one does not known for sure how to proceed, most authors support the importance of learning environments, the use of combined and diversified teaching-learning strategies, in a longitudinal, and not eventual manner, aiming to promote and preserve the levels empathy of these future professionals 2,7,10,13,14 .…”

Mapa da Empatia em Saúde como instrumento de reflexão em cenário de ensino não assistencial

“…Uma das estratégias idealizadas para o ensino da empatia em cenários da saúde é o Mapa da Empatia em Saúde (MES), que favorece a apropriação conceitual da empatia. O MES foi elaborado com a finalidade de estimular a autorreflexão dos estudantes e dar suporte à prática da empatia 14 . Estudo conduzido por Cançado et al 15 demonstrou aumento da percepção da empatia médica pelos pacientes após a utilização do MES, sugerindo que esse instrumento favoreceu o desenvolvimento do comportamento empático por parte dos médicos residentes.…”