Interprofessional Improv: Using Theater Techniques to Teach Health Professions Students Empathy in Teams

Zelenski, Amy; Saldivar, Norma; Park, Linda; Schoenleber, Vonnie; Osman, Fauzia; Kraemer, Sara

doi:10.1097/acm.0000000000003420

Cited by 29 publications

(34 citation statements)

References 6 publications

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“…A total of 44 articles (38 undergraduate and six postgraduate) 11,37,38,47–87 were reviewed. Interventions related to empathy have placed a higher emphasis on undergraduate as compared with postgraduate education.…”

Section: Resultsmentioning

confidence: 99%

Empathy in health professions education: What works, gaps and areas for improvement

et al. 2022

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Introduction: Developing a physician equipped with both technical and affective skills is crucial in ensuring quality patient care. Of these skills, nurturing empathy is a key skill that has been studied in great detail, particularly among medical undergraduates. Despite numerous studies trending the changes in empathy, the results are often contradictory or confusing. Our study aims to find what interventions are effective to inculcate empathy in both undergraduate and postgraduate medical education and suggest areas for improvement. Methods: A narrative review was conducted on the interventions in nurturing empathy in undergraduate and postgraduate medical education. Original research articles and systematic reviews with clear interventions and outcomes were included in the study. Results: A total of 44 articles were reviewed. About 44% (n = 18) of the studies used a mixture of different approaches as their interventions. Some interventions were anchored by specific topics: Seven papers focusing on communication skills, three papers on humanities, and three on arts. A majority of the interventions (60%; n = 26) were implemented over a span of time as compared to studies which suggested a one-off intervention (30%; n = 12). Of the 26 papers in which the interventions were enforced over a period of time, 62% (n = 16) indicated an increase in student empathy whereas 16% (n = 4) indicated no changes in empathy post-intervention. On the contrary, 50% (n = 6) of the one-off interventions revealed no significant change in student empathy. Jefferson Scale of Empathy (JSE) is widely used in measuring student empathy postintervention, but approximately 41% of the studies included measuring tools other than JSE.Conclusions: Pedagogical methods that invoke thought processes related to the affective domain of learning and experiential learning are more effective than the didactic methods of teaching and learning. Multimodal mixed-methods approach that combine different pedagogical interventions is more likely to bring about the desired results. | INTRODUCTIONPast research has established the importance of empathy in the practice of medicine. Within the health care context, it has been widely acknowledged that the ability to empathise leads to better health outcomes for patients. [1][2][3] Studies have further illustrated that the empathetic relationship forged with patients strengthens the adherence to individualised therapeutic plans, improved patient satisfaction, and

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Section: Resultsmentioning

confidence: 99%

Empathy in health professions education: What works, gaps and areas for improvement

et al. 2022

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“…Based on the material provided, the length of education or training carried out varied from 6 hours (Kim et al, 2020), 8 hours (Ahmad et al, 2020), 12 hours (Yang et al, 2020), and 14 hours (Bas-Sarmiento et al, 2019). Education and training time is carried out starting from 1 day (P Ferri et al, 2019), four weeks (Ayed et al, 2021), six weeks (Kim et al, 2020), seven weeks (Kaçan & Örsal, 2020), and eight weeks (Can Gür & Yilmaz, 2020;Zelenski et al, 2020). On average, each week face-to-face for 2 hours.…”

Section: Discussionmentioning

confidence: 99%

“…Virtual Dementia Tour, participants wore three small balls, a pair of blurred goggles, and large gloves, with the thumb and forefinger of the dominant hand taped together, as well as the last three fingers of the non-dominant hand, and the VDT room was poorly light and decorated (Peng et al, 2020) 7. Games to promotes team interactions in the clinical setting for 6-8 weeks every 2.5 hours (Zelenski et al, 2020) 8. The KSS module is done for nursing students who practice in the pediatric room.…”

Section: Subjectmentioning

confidence: 99%

How To Enhance Empathy Nursing Students In Education: Literature Review

Permana

Pandin

2022

Preprint

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Introduction. The tendency of reducing student empathy requires efforts to improve it through education or training. The purpose of this review is to identify education, learning, or teaching that is used to increase student empathy. Method. The design used a Literature Systematic Review. Articles were conducted in three electronic databases guided by The PRISMA. Articles published in English and from 2019 to 2021. Results. The result obtained 20 articles and will be reviewed. Eighteen articles show an effect or relationship between intervention and empathy. Training materials that can increase student empathy are the concept of empathy, communication, mindfulness, and transcultural nursing education. Education and training using patients/patient simulations to help improve student empathy, namely: expert patients, ECARE Program, polypharmacy effects; clinical Simulation of Inpatients, Lectures in class, Virtual Dementia Tour, living in poverty, and games for team interaction. Another method is through the KSS module, mannequin simulator experience, and peers. Conclusion. Education and training on the concepts of empathy, communication, meditation, and cultural competence using Simulation and immersion methods with patients, being like patients, using mannequins, or interacting with vulnerable groups can increase student empathy. Faculty and lecturers can apply experiential learning methods with Simulation and immersion in learning or training courses. Keywords: empathy, student, nursing, learning, education

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“…There is much evidence to support empathy as a trainable skill, not just a static trait. Systematic reviews and meta-analyses demonstrate that empathic skills can improve through intervention, as seen across a range of helping professionals and trainees, including nurses (Levett-Jones et al, 2019), physicians (Barth & Lannen, 2011; Batt-Rawden et al, 2013; Fragkos & Crampton, 2020; Kelm et al, 2014; Selman et al, 2017), and other health care practitioners (Bearman et al, 2015; Chua et al, 2021; de Roten et al, 2013; Kiosses et al, 2016; Winter et al, 2020; Zelenski et al, 2020). Knowing that empathy interventions work at all, however, is neither sufficient nor equivalent to knowing what works well.…”

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confidence: 99%

Teaching empathy to mental health practitioners and trainees: Pairwise and network meta-analyses.

Ngo¹,

Sokolovic²,

Coleman³

et al. 2022

Journal of Consulting and Clinical Psychology

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Objective: Empathy is a foundational therapeutic skill and a key contributor to client outcome, yet the best combination of instructional components for its training is unclear. We sought to address this by investigating the most effective instructional components (didactic, rehearsal, reflection, observation, feedback, mindfulness) and their combinations for teaching empathy to practitioners. Method: Studies included were randomized controlled trials targeted to mental health practitioners and trainees, included a quantitative measure of empathic skill, and were available in English. A total of 36 studies (37 samples) were included (N = 1,616). Two reviewers independently extracted data. Data were pooled by using random-effects pairwise meta-analysis and network meta-analysis (NMA). Results: Overall, empathy interventions demonstrated a medium-to-large effect (d = .78, 95% CI [.58, .99]). Pairwise meta-analysis showed that one of the six instructional components was effective: didactic (d = .91 vs. d = .39, p = .02). None of the program characteristics significantly impacted intervention effectiveness (group vs. individual format, facilitator type, number of sessions). No publication bias, risk of bias, or outliers were detected. NMA, which allows for an examination of instructional component combinations, revealed didactic, observation, and rehearsal were included among the most effective components to operate in combination. Conclusions: We have identified instructional component, singly (didactic) and in combination (didactic, rehearsal, observation), that provides an efficient way to train empathy in mental health practitioners.What is the public health significance of this article? Empathy in mental health practitioners is a core skill associated with positive client outcomes, with evidence that it can be trained. This article provides an aggregation of evidence showing that didactic teaching, as well as trainees observing and practicing the skill, are the elements of training that are most important.

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Interprofessional Improv: Using Theater Techniques to Teach Health Professions Students Empathy in Teams

Cited by 29 publications

References 6 publications

Empathy in health professions education: What works, gaps and areas for improvement

Empathy in health professions education: What works, gaps and areas for improvement

How To Enhance Empathy Nursing Students In Education: Literature Review

Teaching empathy to mental health practitioners and trainees: Pairwise and network meta-analyses.

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