Do Medical Students’ Narrative Representations of “The Good Doctor” Change Over Time? Comparing Humanism Essays From a National Contest in 1999 and 2013

Rutberg, Pooja C.; King, Brandy E.; Gaufberg, Elizabeth; Brett-MacLean, Pamela; Dinardo, Perry B.; Frankel, Richard M.

doi:10.1097/acm.0000000000001531

Cited by 7 publications

(5 citation statements)

References 18 publications

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“…But based on the available evidence, there is very little support for any lasting effect of any empathic intervention regardless of what instrument is used to measure it or how it was taught. The relational themes that guide medical students with greater humanism appear enduring 60,101 but seldom acquired by those exhibiting less humanism. 61 Increasing public dissatisfaction with physicians, 40 years of declining empathy among US college students, measurable declines in empathy as a result of medical education and training, and the inability to demonstrably prove that empathy can be taught or maintained long-term cannot be ignored.…”

Section: Discussionmentioning

confidence: 99%

<p>The Long-Term Effectiveness of Empathic Interventions in Medical Education: A Systematic Review</p>

Baugh¹,

Hoogland²,

Baugh³

2020

AMEP

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The Association of American Medical Colleges recognizes that empathy is an important part of providing excellent patient care and lists empathy as a Core Entrustable Professional Attribute for physicians. This study is a review of the literature focusing on studies with an educational intervention to promote empathy and at least one year follow-up data. After reviewing the 4910 abstracts retrieved from PubMed, PsycInfo, Cochrane, Web of Science, CINAHL, and Embase; the coauthors selected 61 articles for full-text review and completed a medical education research study quality instrument (MERSQI) to ensure all selected studies scored at least 7 or above. Five studies from the US and seven international studies met our inclusion criteria and formed the basis for the study. Few longitudinal studies with a post-intervention follow-up exist to confirm or disprove the effectiveness and durability of empathy training. Of the published studies that do conduct long-term follow-up, study design and measures used to test empathy are inconsistent. Despite the high degree of heterogeneity, the overwhelming majority demonstrated declining empathy over time. Little evidence was identified to support the ability to augment the empathy of physician trainees in sustained fashion. A model is presented which explains the observed changes. Alternative solutions are proposed, including the selection of more prosocial candidates.

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Section: Discussionmentioning

confidence: 99%

<p>The Long-Term Effectiveness of Empathic Interventions in Medical Education: A Systematic Review</p>

Baugh¹,

Hoogland²,

Baugh³

2020

AMEP

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“…In the health care professions, caring behaviour is expected to be unbiased by social judgements based on the patient's appearance . However, contrary to this common conception, clinician–patient interactions are influenced by the clinician's implicit appearance‐based inferences about patients .…”

Section: Introductionmentioning

confidence: 99%

Emotion recognition in medical students: effects of facial appearance and care schema activation

2018

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Context Identifying the factors that may interfere with or sharpen the ability to recognise emotions when observing patients is a critical goal in medical education. This study addressed these issues by investigating the effects of facial appearance bias on medical students’ emotion recognition (Experiment 1) and whether such bias is modulated by the activation of relational caregiving schema (Experiment 2). Methods In Experiment 1, medical students were asked to recognise the emotions expressed by individuals differing in facial appearance (trustworthy, neutral and untrustworthy). In Experiment 2, they completed the same type of emotion recognition task after activating and anchoring themselves to the representation of the relational/human competences typical of a competent professional caregiver or after a control non‐representation condition. Results In both experiments, emotion recognition was affected by facial appearance bias: medical students were less accurate and slower in their recognition of emotions displayed by untrustworthy‐looking individuals than in their recognition of emotions exhibited by individuals evoking more positive inferences. In Experiment 2, the activation of care schema enhanced medical students’ emotion recognition ability regardless of facial appearance‐based inferences. Conclusions Medical students’ emotion recognition is affected by appearance‐based bias, but such bias may be weakened by techniques that harness medical students’ personal affective/relational and representational resources. Thus, the results provide a basis for designing curricula aimed at challenging implicit negative bias and promoting medical students’ emotion recognition ability starting in the early stages of their education.

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“…Work-integrated, interprofessional learning experiences provide opportunities for students to explore and internalize a commitment to medicine and its guiding ideals following a "self-altering" journey (Montgomery, 2006) that leads to "thinking, acting, and feeling" like a physician (p. 186). Ideally, remaining true to themselves, learners attune and respond to emergent possibilities for growth across a wide range of roles, relationships, and professional contexts (see Rutberg et al, 2017).…”

Section: Shift To Relationally-oriented Identity Formationmentioning

confidence: 99%

Reflections shaped by the COVID-19 pandemic for medical education in China, and globally

2023

Advances in Education and Educational Trends Series

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The unprecedented global disruption introduced by the ongoing COVID-19 pandemic has highlighted the need to consider how to best prepare our learners to respond to the wide, interconnected array of global health challenges we face at this historical juncture. In 2019-20, when Professor Wei was a visiting professor at the University of Alberta, we began an East-West dialogue regarding the contributions of the medical/ health humanities to medical education. Following the emergence of the pandemic, we explored a broad literature base as they considered opportunities for reforming medical education to better prepare physicians to address complex global health circumstances and crises. Proposed directions for reorienting medical education include emphasizing systems science and public health competencies, promoting relationally-oriented identity formation and developing humanistic qualities and adaptive leadership ability through both systems-focused, humanities-informed curriculum and pedagogical processes. Ultimately, how successfully our learners respond to ongoing and emergent global health challenges will depend on how well we prepare them for the future. Recognizing increasing worldwide adoption of competency-based medical education, there is a pressing need to explore how to promote, and authentically assess, development of adaptive relational, collectivist competencies and capabilities.

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Do Medical Students’ Narrative Representations of “The Good Doctor” Change Over Time? Comparing Humanism Essays From a National Contest in 1999 and 2013

Cited by 7 publications

References 18 publications

<p>The Long-Term Effectiveness of Empathic Interventions in Medical Education: A Systematic Review</p>

<p>The Long-Term Effectiveness of Empathic Interventions in Medical Education: A Systematic Review</p>

Emotion recognition in medical students: effects of facial appearance and care schema activation

Reflections shaped by the COVID-19 pandemic for medical education in China, and globally

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