Evaluating the outcome of communication skill teaching for entry-level medical students: does knowledge of empathy increase?

Winefield, Helen R.; Chur‐Hansen, Anna

doi:10.1046/j.1365-2923.2000.00463.x

Cited by 161 publications

(125 citation statements)

References 16 publications

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“…[14][15][16][17][18][19][20] Nevertheless, the validity of such selfassessments is unknown. 13 Our study found a trend towards a decline in measured empathy with increased clinical training with a self-administered instrument, but an improvement in observed empathy among these more clinically experienced students.…”

Section: Discussionmentioning

confidence: 99%

Comparing a Self-Administered Measure of Empathy with Observed Behavior Among Medical Students

2009

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PURPOSE: Studies show that measures of physician and medical students' empathy decline with clinical training. Presently, there are limited data relating selfreported measures to observed behavior. This study explores a self-reported measure and observed empathy in medical students.METHOD: Students in the Class of 2009, at a universitybased medical school, were surveyed at the end of their 2nd and 3rd year. Students completed the Jefferson Scale of Physician Empathy-Student Version (JSPE-S), a self-administered scale, and were evaluated for demonstrated empathic behavior during Objective Structured Clinical Examinations (OSCEs).RESULTS: 97.6% and 98.1% of eligible students participated in their 2nd and 3rd year, respectively. The overall correlation between the JSPE-S and OSCE empathy scores was 0.22, p<0.0001. Students had higher self-reported JSPE-S scores in their 2nd year compared to their 3rd year (118.63 vs. 116.08, p< 0.0001), but had lower observed empathy scores (3.96 vs. 4.15, p<0.0001). CONCLUSIONS:Empathy measured by a self-administered scale decreased, whereas observed empathy increased among medical students with more medical training.

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Section: Discussionmentioning

confidence: 99%

Comparing a Self-Administered Measure of Empathy with Observed Behavior Among Medical Students

2009

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“…Early clinical contact does motivate students and early training in basic clinical skills such as communication, history taking and physical examination has been successfully linked to theoretical teaching in a number of schools. 29,31,32 If basic sciences are learnt in the context of clinical problems, will students spend sufficient time studying biosciences to gain understanding? Some concerns have been raised.…”

Section: Integration Fosters Deep Approaches To Learning and Understamentioning

confidence: 99%

Undergraduate medical curricula: are students being trained to meet future service needs?

Burge

2003

Clinical Medicine

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-The General Medical Council's recommendations for medical education in Tomorrow's doctors led to a major review of undergraduate medical curricula. The changes have affected all those who teach medical students. This article discusses the background to the GMC's recommendations to define core curricula but provide choice, including options in the humanities, to 'integrate' courses and to introduce new methods of teaching and learning. The guidance in Tomorrow's doctors provides a framework that should ensure that graduates are competent and reflective practitioners, but courses must be evaluated to ensure that goals are realised. It may prove difficult to maintain high standards in medical education as numbers of students increase.

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“…Therefore, medical schools may need to pay attention Possible explanation for the highest score observed for "perspective taking" and "compassionate care" subscales might be communication skills training program given in the 2 nd year. There are many studies that shows empathy can be enhanced by effective educational strategies, targeted educational programs, or medical consultations with SPs (Aspegren, 1999;Winefield and Chur-Hansen, 2000;Stepien and Baernstein 2006;Fernandez Olano et al, 2008;Batt Rawden et al, 2013;Hojat et al,2013;Kelm et al, 2014;Schweller et al, 2014;Williams et al;. Williams et al (2015) has shown that self-reported empathy levels have been shown to improve following DVD simulation-based workshops.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of student empathy level during the first five years of medical education at ankara university

Gönüllü¹,

Erden²,

Gökmen³

2017

HIG

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Empathy is an important attribute in the physician-patient relationship and promotes patient and physician satisfaction. It must be taught and promoted during medical education. However, many of the studies about empathy show that empathy declines during medical school education as the year of study increases. The aim of this study was to measure and examine the levels of student empathy during medical education at Ankara University School of Medicine. Study participants were all medical students from the first to the fifth year of the program and the 'Student Version (S-Version) of Jefferson Scale of Physician Empathy' ( JSPE-S) was used to measure the level of student empathy. The study utilized a cross-sectional design and sub-scale scores were analyzed in terms of gender and year of study. MannWhitney U test and Kruskal-Wallis variance analysis were used to compare the sub-scale scores in terms of gender and year, respectively. The results showed that the second year students` JSPE-S scores were significantly high for "perspective taking" and "compassionate care" whereas the third year students` JSPE-S scores were significantly low for the three sub-scales (p<0.001). Additionally, the scores of internship time decreased gradually as the year of study increased. Females' JSPE-S scores were significantly higher for "perspective taking" and "compassionate care" (p<0.001). In this study, the students' empathy levels were examined with a self-report scale. The results indicated that medical student empathy declines as the year of study gets higher. More studies are needed to determine whether the decline in empathy scores are due to cohort effects or to the changes occurring during medical education. Keywords: Empathy, Undergraduate Medical Education, Medical Students, Communication Skills. ÖzEmpati, hasta-hekim ilişkisinde önemli bir beceri olup hasta ve hekim memnuniyetini arttırır. Empati, tıp eğitimi sürecinde öğretilmeli ve geliştirilmelidir, fakat yapılan birçok çalışmada sınıf düzeyi arttıkça düştüğü gösterilmiştir. Bu çalışmanın amacı, Ankara Üniversitesi Tıp Fakültesi'nde tıp eğitimi boyunca öğrenci empati düzeylerinin ölçülmesi ve değerlendirilmesidir. Çalışmaya 1. sınıftan 5. sınıfa kadar tüm sınıflardaki tıp öğrencileri katılmıştır ve öğrenci empati düzeyini ölçmek için 'Jefferson Doktor Empati Ölçeği'nin öğrenci versiyonu kullanılmıştır. Kesitsel olarak planlanmış olan bu çalışmada alt-ölçek puanları eğitim yıllarına ve cinsiyete göre karşılaştırılmıştır. Cinsiyete göre farklılıklar Mann-Whitney U testi ile, eğitim yıllarına göre farklılıklar da Kruskal-Wallis varyans analizi ile değerlendirilmiştir. Elde İpek GÖNÜLLÜ ())

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Evaluating the outcome of communication skill teaching for entry-level medical students: does knowledge of empathy increase?

Abstract: Further research is required to identify students who fail to acquire skill in expressing empathy after undergoing training, and to validate the pencil-and- paper measure of empathy against real-life performance.

Cited by 161 publications

References 16 publications

Comparing a Self-Administered Measure of Empathy with Observed Behavior Among Medical Students

Comparing a Self-Administered Measure of Empathy with Observed Behavior Among Medical Students

Undergraduate medical curricula: are students being trained to meet future service needs?

Evaluation of student empathy level during the first five years of medical education at ankara university

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