Empathy among undergraduate medical students: A multi-centre cross-sectional comparison of students beginning and approaching the end of their course

Quince, Thelma; Kinnersley, Paul; Hales, Jonathan M.; Silva, Ana da; Moriarty, Helen; Thiemann, Pia; Hyde, Sarah; Brimicombe, James; Wood, Diana; Barclay, Matthew; Benson, John

doi:10.1186/s12909-016-0603-7

Cited by 80 publications

(77 citation statements)

References 53 publications

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“…Many other studies are in accordance with our finding that empathy did not decline during medical education. [14][15] Several of these studies used a cross-sectional approach. For example, a large study investigating empathy in more than 1000 students in the United Kingdom and New Zealand found that students approaching the end of their undergraduate education did not report lower levels of empathy compared to those at the beginning of their course.…”

Section: Discussionmentioning

confidence: 99%

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Can empathy be preserved in medical education?

et al. 2020

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Objectives:The aim of this study was to investigate changes in empathy during medical education, as well as to identify promoters and inhibitors of empathy and analyse their roles. Methods: We used qualitative content analysis to examine 69 critically reflective essays written by medical students as a part of their final examination at the end of the medical program. The essays were based on previous self-evaluations performed each term and represented retrospective reflections on their professional development. Results: A majority of the students felt that their empathy did not decrease during medical education. On the contrary, many felt that their empathy had increased, especially the cognitive part of empathy, without loss of affective empathy.Many of them described a professionalisation process resulting in an ability to meet patients with preserved empathy but without being overwhelmed by emotions. They identified several factors that promoted the development of empathy: a multiplicity of patients, positive role models, and educational activities focusing on reflection and self-awareness. They also identified inhibitors of empathy: lack of professional competence and a stressful and empathy-hostile medical culture. Conclusions: Our analysis of these retrospective reflections by students suggests that empathy can be preserved during medical education, despite the presence of important inhibitors of empathy. This finding might be due to the presence of more potent promoters and/or to the fact that educational activities might result in a decreased susceptibility to empathy-decreasing circumstances.

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Section: Discussionmentioning

confidence: 99%

“…While several studies support this view, [12][13] , other studies are showing the opposite. [14][15] Recent research has tried to identify factors that may promote or hinder the development of empathy.…”

Section: Introductionmentioning

confidence: 99%

Can empathy be preserved in medical education?

et al. 2020

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“…[52][53][54] Studies involving residents, medical students, and physicians have used the IRI extensively to assess empathy according to the following four subscales: Perspective Taking (IRI-PT), Empathic Concern (IRI-EC),…”

Section: The Interpersonal Reactivity Index (Iri)mentioning

confidence: 99%

The Roles of Empathy, Attachment Style, and Burnout in Pharmacy Students’ Academic Satisfaction

Silva

Figueiredo-Braga

2019

American Journal of Pharmaceutical Education

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Objective. To investigate empathy, burnout, and attachment style, and to explore the relationships between these variables and academic satisfaction in a group of pharmacy students.Methods. This cross-sectional study included 410 pharmacy students. Students enrolled in the first 2 years (Group 1, n=200) and the last 2 years (Group 2, n=210) of the program were invited to participate. The data collected comprised sociodemographic characteristics; the Portuguese version of the Interpersonal Reactivity Index (IRI) to assess empathy levels; the Maslach Burnout Inventory (MBI) to measure Emotional Exhaustion, Depersonalization, and Personal Accomplishment; the Adult Attachment Scale (AAS) to evaluate students' attachment style; and an original academic satisfaction scale.Results. Although both groups revealed similar levels of empathy, female students showed higher scores in the IRI subscales (p<.001, p=.006, and p=.001) and in Emotional Exhaustion (p=.017). Students included in Group 2 presented significantly higher Depersonalization scores (p=.006). Overall, students reported that they were satisfied with the quality of their academic experience, with a statistically higher (p=.003) score in Group 1. Attachment styles explained 14% of students' Depersonalization and academic satisfaction (11%).Burnout dimensions explained 39% of students' academic satisfaction. Conclusions.Pharmacy students declared to be overall satisfied with their academic life. However, burnout negatively influences their satisfaction at the end of their education. The type of interpersonal relationship influences the ability to understand patients and the quality of the learning experience. Students showed an important burnout level underscoring the need for preventive and restorative interventions.

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“…This decline in empathy might be seen as a coping mechanism although it was of concern, given the importance of a patient's need for an empathetic caregiver. In contrast, Quince, et al (2016) found in their study of four English and one New Zealand medical schools that there was no decline in empathy levels at the end of the undergraduates' study, though they wondered how empathy could best be supported through the pressures of starting out in medical practice. We suggest that empathy should be constantly reinforced through students' education.…”

Section: Our Work…weighs People Down After a While; It's The Cumulatimentioning

confidence: 92%

When Empathy Works: Towards Finding Effective Ways of Sustaining Empathy Flow

Gill

Schaddelee

Ramsey

et al. 2018

APMBA

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The need for developing empathy skills in the workplace continues to challenge organizations today. Findings from earlier research highlighted the need for developing these empathy skills. Interviews were undertaken in early 2017 with a mix of empathy trainers and managers of organizations where empathy is signalled as a key skill. The purpose of the inquiry was to explore their perspectives of empathy so as to discover emerging themes that increase our understanding of empathy in the workplace, elucidate optimal ways for developing one's empathy and for reducing or mitigating empathy burnout. Challenges that emerged from the findings were: maintaining empathy across professional and personal environments; generally, participants found they had the energy for one of other, not both; caring too much; having time to empathize; managing expectations; professional boundaries; empathy equality i.e. to victim and offender; communicating empathy, and desensitisation. This paper explores these challenges. Four themes emerged from the findings: interpretations of empathy, context; including the theory of mind, empathy burnout, and strategies for developing empathy. These themes informed the development of a Flow Model of Empathy.

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Empathy among undergraduate medical students: A multi-centre cross-sectional comparison of students beginning and approaching the end of their course

Cited by 80 publications

References 53 publications

Can empathy be preserved in medical education?

Can empathy be preserved in medical education?

The Roles of Empathy, Attachment Style, and Burnout in Pharmacy Students’ Academic Satisfaction

When Empathy Works: Towards Finding Effective Ways of Sustaining Empathy Flow

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