A stenography of empathy: Toward a consensual model of the empathic process

Nasello, Julian; Triffaux, Jean-Marc

doi:10.1016/j.encep.2022.12.002

Cited by 1 publication

(1 citation statement)

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“…More specifically medical students' training programmes need to prvovide tailored interventions fostering empathic concern, perspective-taking, and emotion regulation skills. Nasello and Triffaux (2023) recently developed a model explaining how the different facets of empathy are articulated and how the empathic process might lead to psychopathological symptoms. For example, they showed that when the empathizer (i.e., the person seeing someone experiencing an emotional state) does not appropriately regulate his/her personal emotional experience, an amplification might occur, leading to a too-intense feeling that will produce maladaptive responses.…”

Section: Discussionmentioning

confidence: 99%

Medical Students’ Empathy During the COVID-19 Pandemic: A cross-sectional study

Triffaux¹,

Tisseron²,

Nasello³

2023

IJEE

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Several authors have underlined the negative consequences of the COVID-19 pandemic on mental health in several populations, including medical students, such as increases in anxiety, depression and burnout symptoms. Furthermore, previous studies showed that anxiety and depressive symptoms are positively associated with affective empathy and negatively associated with cognitive empathy. Given the adverse pandemic effects highlighted by several authors, the present study sought to determine whether medical students’ empathy has been potentially impacted, with higher affective empathy and lower cognitive empathy score in the pandemic cohort compared to pre-pandemic cohorts. Medical students (n = 395) were recruited during the COVID-19 pandemic and completed the Interpersonal Reactivity Index (IRI) and the Basic Empathy Scale (BES). This cohort was then compared with two pre-pandemic cohorts (one used the BES [n = 1168], and the other used the IRI [n = 342]). Similar results were found on both scales: the pandemic cohort displayed significantly higher scores in affective empathy and personal distress (affective empathy domain) and, surprisingly, significant higher scores in cognitive empathy, fantasy, and perspective-taking (cognitive empathy domains). As stressed by previous studies, we posited that the higher scores in affective empathy, personal distress, and fantasy might indicate emotional difficulties. The paper concludes with the identification of empathy components that should be promoted in the curriculum of medical students. Keywords: medical education; medical students; empathy; COVID-19, affective empathy, cognitive empathy

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Section: Discussionmentioning

confidence: 99%