Improving empathy of physicians through guided reflective writing

Abstract

Objectives: This study was designed to explore how guided reflective writing could evoke empathy and reflection in a group of practicing physicians. Methods: Total participants recruited included 40 staff physicians at Cleveland Clinic, a tertiary care academic medical center. Twenty physicians (intervention group) were assigned to participate in a 6-session faculty development program introducing narrative medicine and engaging in guided reflective writing. Ten physicians (comparison group 1) received the assigned course reading materials but did not participate in the course sessions. Ten physicians (comparison group 2) neither received the reading materials nor participated in the sessions. Qualitative analysis of the physicians' reflective writings was performed to identify major themes. The Jefferson Scale of Empathy was administered three times during the course. Results: Qualitative analysis of physicians' writings showed themes of both compassionate solidarity and detached concern. Exploration of negative emotions occurred more frequently than positive ones. The most common writing style was case presentation. A total of 36 staff physicians completed the Jefferson Scale of Empathy. Results of statistical analysis suggested an improvement in empathy in the intervention group at the end of the course (p < 0 .05). Conclusions: These results suggest a faculty development program using guided narrative writing can promote reflection and may enhance empathy among practicing physicians. These findings should encourage medical educators to design additional strategies for enhancing reflection and empathic behavior in trainees and specifically practicing physicians who can role model these behaviors to achieve the ultimate goal of improving the quality of patient care

Can narrative medicine education contribute to the delivery of compassionate care? A review of the literature

“…Each study was appraised using tools and guidance designed by the evidence for policy and practice information and coordinating centre14 and the critical appraisal skills programme 15Studies appraised by this review Quantitative study Tsai and Ho16 Combined quantitative and qualitative studies Shapiro et al 19 Misra-Hebert et al 20 Lancaster et al 22 Qualitative studies Clandinin and Cave24 Lazarus and Rosslyn28 Arntfield et al 26 Gull et al 29 DasGupta and Charon27 …”

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

“…However, Cataldo and colleagues (2005) found no significant increase in the JSE scores as a result of Balint training among residents in a family medicine residency program. In a qualitative and quantitative study with 40 staff physicians at the Personality assessments in medical education Cleveland Clinic, it was found that a faculty development program using guided narrative writing could influence, to a limited extent, the empathy of practicing physicians (Misra-Herbert et al 2012).…”

Therapeutic patient education: From infantilization to critical thinking

“…Reliable tools have been validated and published, including physician-patient relationship assessment questionnaires [19] and communication observation grids [20]. Physicians can use these tools for self-evaluation and patients for assessing the quality of their relationship with their physician [21]. However, the array of tools for assessing the quality of the therapeutic relationship remains limited, and further research is needed in this field.…”