How does medical education affect empathy and compassion in medical students? A meta-ethnography: BEME Guide No. 57

Krishnasamy, Charmaine; Ong, Sik Yin; Loo, May Eng; Thistlethwaite, Jill

doi:10.1080/0142159x.2019.1630731

Cited by 31 publications

(43 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Qualitative studies may also be helpful for understanding the broader context and consequences of empathy training. 25 Another limitation is that the BCT Taxonomy 20 approach may have been inadequate for encapsulating the BCTs conveyed in the intervention. We found that the interventions applied the same BCTs in different ways-e.g.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Improving Empathy in Healthcare Consultations—a Secondary Analysis of Interventions

et al. 2020

View full text Add to dashboard Cite

A recent systematic review of randomised trials suggested that empathic communication improves patient health outcomes. However, the methods for training healthcare practitioners (medical professionals; HCPs) in empathy and the empathic behaviours demonstrated within the trials were heterogeneous, making the evidence difficult to implement in routine clinical practice. In this secondary analysis of seven trials in the review, we aimed to identify (1) the methods used to train HCPs, (2) the empathy behaviours they were trained to perform and (3) behaviour change techniques (BCTs) used to encourage the adoption of those behaviours. This detailed understanding of interventions is necessary to inform implementation in clinical practice. We conducted a content analysis of intervention descriptions, using an inductive approach to identify training methods and empathy behaviours and a deductive approach to describe the BCTs used. The most commonly used methods to train HCPs to enhance empathy were face-to-face training (n = 5), role-playing (n = 3) and videos (self or model; n = 3). Duration of training was varied, with both long and short training having high effect sizes. The most frequently targeted empathy behaviours were providing explanations of treatment (n = 5), providing non-specific empathic responses (e.g. expressing understanding) and displaying a friendly manner and using non-verbal behaviours (e.g. nodding, leaning forward, n = 4). The BCT most used to encourage HCPs to adopt empathy behaviours was “Instruction on how to perform behaviour” (e.g. a video demonstration, n = 5), followed by “Credible source” (e.g. delivered by a psychologist, n = 4) and “Behavioural practice” (n = 3 e.g. role-playing). We compared the effect sizes of studies but could not extrapolate meaningful conclusions due to high levels of variation in training methods, empathy skills and BCTs. Moreover, the methods used to train HCPs were often poorly described which limits study replication and clinical implementation. This analysis of empathy training can inform future research, intervention reporting standards and clinical practice.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Qualitative studies may also be helpful for understanding the broader context and consequences of empathy training. 25 …”

Section: Discussionmentioning

confidence: 99%

Improving Empathy in Healthcare Consultations—a Secondary Analysis of Interventions

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Moreover, the limited pain-related teaching we receive is predominantly through didactic lectures, 6 even though bedside learning is superior at increasing empathy, knowledge retention, and clinical skill competency. 7,8 Hence, a revitalized medical education effort is needed to improve undergraduate PC training.…”

Section: To the Editormentioning

confidence: 99%

Integrating Medical Students in Tele-Palliative Care

Chow

Rallis

2020

Am J Hosp Palliat Care

View full text Add to dashboard Cite

“…In contradistinction to ethical decisions based on agreed principles, moral judgement in clinical practice is based on personal beliefs about what is right and wrong for the patient combined with the motivation to do the right thing [2]. Moral judgement influences professional practice and shapes identity development [3]. Medical students need to graduate with the confidence to make moral decisions [4][5][6] about patient care and their professional behaviour while abiding by the ethical guidelines for practice.…”

Section: Introductionmentioning

confidence: 99%

Moral judgement development during medical student clinical training

et al. 2021

View full text Add to dashboard Cite

Background Whereas experience and cognitive maturity drives moral judgement development in most young adults, medical students show slowing, regression, or segmentation in moral development during their clinical years of training. The aim of this study was to explore the moral development of medical students during clinical training. Methods A cross-sectional sample of medical students from three clinical years of training were interviewed in groups or individually at an Australian medical school in 2018. Thematic analysis identified three themes which were then mapped against the stages and dimensions of Self-authorship Theory. Results Thirty five medical students from years 3–5 participated in 11 interviews and 6 focus groups. Students shared the impacts of their clinical experiences as they identified with their seniors and increasingly understood the clinical context. Their accounts revealed themes of early confusion followed by defensiveness characterised by desensitization and justification. As students approached graduation, some were planning how they would make moral choices in their future practice. These themes were mapped to the stages of self-authorship: External Formulas, Crossroads and Self-authorship. Conclusions Medical students recognise, reconcile and understand moral decisions within clinical settings to successfully reach or approach self-authorship. Curriculum and support during clinical training should match and support this progress.

show abstract

How does medical education affect empathy and compassion in medical students? A meta-ethnography: BEME Guide No. 57

Cited by 31 publications

References 67 publications

Improving Empathy in Healthcare Consultations—a Secondary Analysis of Interventions

Improving Empathy in Healthcare Consultations—a Secondary Analysis of Interventions

Integrating Medical Students in Tele-Palliative Care

Moral judgement development during medical student clinical training

Contact Info

Product

Resources

About