Project-based learning approach to increase medical student empathy

Abstract

This study investigated the impact of empathy training on medical students using a project-based learning approach on the development of their empathic abilities. Study participants were Year 2 students in the six-year medical program, to whom a one credit-hour course on empathic communication was offered over a semester. In this course, students worked on collaborative team projects in which they were asked to interview a person and to report the empathy that they shared with the interviewee. Development in student empathy was measured using the Interpersonal Reactivity Index inventory in a pre-and post-test format over the semester and their reflective reports were qualitatively analyzed to identify emerging themes on the lessons they learned from the project experience. A total of 45 students completed the questionnaires (a 97.8% response rate). Students' overall empathy scores did not change over time (t = 1.943, p = .06). Still, students with lower empathy in the pre-test improved significantly in their empathy scores (t = 3.44, p < .01). Students reported that the empathy project was beneficial in improving their understanding of empathy and enhancing their empathic communication skills. This study shows the project-based learning approach was effective in developing medical student empathy especially for those with lower empathy.

Empathy and attitude toward communication skill learning as a predictor of patient-centered attitude: a cross-sectional study of dental students in Korea

“…First, various educational interventions targeted toward increasing dental students’ empathy can be effective in enhancing the patient-centered attitude of medical and dental students. Previous studies suggested students’ reflection on how effective their interviews with simulated patients were in terms of empathic communication, and project-based learning approach helps students in developing their empathy [ 43 , 49 ]. Second, this study suggests that students with low empathic concern and high personal distress may need intensive support.…”

“…In this study, the Korean version of the IRI (K-IRI) that was translated and validated by Kang et al [ 42 ] was used. This K-IRI has been used to assess empathy among Korean medical students and is found to have adequate psychometric properties [ 43 ]. The IRI was designed to measure individual differences in empathy among the general population.…”

Empathy and attitude towards communication skill learning as a predictor of patient-centered attitude: A cross-sectional study of dental students in Korea

“…For example, the present ndings suggest that students with low empathic concern and fantasy and high personal distress type of empathy may be at a higher risk of employing physician-centered practicing style and may need more intensive training support. Several studies have shown the effectiveness of various educational interventions in developing medical student empathy [42,60]. Therefore, curricula targeted to increase empathic concern and fantasy type of empathy and decrease personal distress type of empathy can be effective in enhancing the patient-centered attitudes of medical and dental students.…”

“…In this study, the Korean version of the IRI (K-IRI) that was translated and validated by Kang et al [41] was used. This K-IRI has been used to assess empathy for Korean medical students and is found to have adequate psychometric properties [42]. The IRI was designed to measure individual differences in empathy among the general public.…”

Medical students’ perspective: project-based learning approach to increase medical student empathy

“…We were intrigued by Kim's paper [1]. As senior medical students in the UK, it is our opinion that Medical Schools serve to enhance and maintain intrinsic empathy, as opposed to teaching an individual how to be empathetic [2].…”