scholarly journals The effect of Humanitude care methodology on improving empathy: a six-year longitudinal study of medical students in Japan

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yusuke Fukuyasu ◽  
Hitomi U. Kataoka ◽  
Miwako Honda ◽  
Toshihide Iwase ◽  
Hiroko Ogawa ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Medical Students ◽  
Medical School ◽  
Training Program ◽  
Skills Training ◽  
Medical Interview ◽  
Positive Effects ◽  
Sustained Effect ◽  
Medical Interviews ◽  
Study Participants

Abstract Background Empathy, which involves understanding another person’s experiences and concerns, is an important component for developing physicians’ overall competence. This longitudinal study was designed to test the hypothesis that medical students’ empathy can be enhanced and sustained by Humanitude Care Methodology, which focuses on perception, emotion and speech. Methods This six-year longitudinal observational study examined 115 students who entered Okayama University Medical School in 2013. The study participants were exposed to two empathy-enhancing programs: (1) a communication skills training program (involving medical interviews) and (2) a Humanitude training program aimed at enhancing their empathy. They completed the Jefferson Scale of Empathy (JSE) seven times: when they entered medical school, before participation in the first program (medical interview), immediately after the first program, before the second program (Humanitude exercise), immediately after the second program, and in the 5th and 6th year (last year) of medical school. A total of 79 students (69% of the cohort) completed all seven test administrations of the JSE. Results The mean JSE scores improved significantly after participation in the medical interview program (p < 0.01) and the Humanitude training program (p = 0.001). However, neither program showed a sustained effect. Conclusions The Humanitude training program as well as medical interview training program, had significant short-term positive effects for improving empathy among medical students. Additional reinforcements may be necessary for a long-term sustained effect.

The Operational Design of Clinical Skills Training Program in Gachon Medical School

1970 ◽  
Vol 14 (2) ◽  
pp. 203-212 ◽  
Author(s):  
Gwi Hwa Park ◽  
Hi Jung Koh ◽  
In Suck Choi ◽  
Young Don Lee ◽  
Yoon Myung Yim ◽  
...  
Keyword(s):  
Medical School ◽  
Training Program ◽  
Clinical Skills ◽  
Skills Training ◽  
Clinical Skills Training ◽  
Operational Design

scholarly journals Effectiveness of a communication skills training program for medical students to identify patients communicative clues

2020 ◽  
Vol 103 (11) ◽  
pp. 2384-2387
Author(s):  
Roger Ruiz Moral ◽  
Cristina Andrade-Rosa ◽  
Juan D Molina Martín ◽  
Emilio Cervera Barba ◽  
Luis Pérula de Torres ◽  
...  
Keyword(s):  
Medical Students ◽  
Training Program ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training

scholarly journals Gender Differences in the Effect of Medical Humanities Program on Medical Students' Empathy: A Prospective Longitudinal Study

2020 ◽  
Author(s):  
Michal Lwow ◽  
Laura Canetti ◽  
Mordechai Muszkat
Keyword(s):  
Gender Differences ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical School ◽  
Medical Humanities ◽  
Prospective Longitudinal Study ◽  
Student Version ◽  
Admission System ◽  
Prospective Longitudinal ◽  
Humanities Curriculum

Abstract Objective Previous studies have suggested that Medical students' empathy declines during medical school, especially during clinical studies. The aim of this study was to examine whether humanities curriculum and admission system affect empathy changes during the first clinical year in medical school. Methods In this prospective longitudinal study, 262 students were assessed during the fourth-year of medical school. Empathy was assessed before and at 4th-year-end, using the Jefferson Scale of Physician Empathy-Student Version (JSPE-S). The study included three cohorts, differing in humanities curriculum [limited Medical Humanities (MH (lim) ) vs. extended Medical Humanities (MH (ext) )], and in admission system [Personal Interview (PI) vs. multiple mini interviews (MMI)]. Results Among women, but not among men, MH (ext) as compared to MH (lim) was associated with significantly higher JSPE-S at the beginning (118.47±11.43 vs. 110.36±9 .97, p <0.001), and end of 4th-year (117.97±12.86 vs. 111.49±14.42, p <0.001), (p=0.009). Admission system was not associated with JSPE-S at the beginning or at the end of the 4th year. Conclusion Among women, extended MH program had a positive effect on empathy at the beginning of the first clinical year, as compared to the limited program. This effect persisted through that year. However, in men MH program did not affect empathy. Adopting MMI-based admission system had no measurable effect on students’ empathy. Extensive educational program can enhance and sustain empathy in medical students during the first clinical year following the program. Gender differences in response to medical humanities programs requires further study.

scholarly journals How Do Simulated Interviews Increase the Self-efficacy of Medical Students? - Quasi-experimental Research-

2021 ◽  
Author(s):  
Shuntaro Aoki ◽  
Yayoi Shikama ◽  
Kiyotaka Yasui ◽  
Yoko Moroi ◽  
Nobuo Sakamoto ◽  
...  
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Simulated Patient ◽  
The Self ◽  
Medical Interview ◽  
Feedback Session ◽  
Medical Interviewing ◽  
Before And After ◽  
Medical Interviews ◽  
Quasi Experimental

Abstract Background Self-efficacy is crucial in improving medical student communication skills. This study aims to clarify whether the self-efficacy of medical students conducting medical interviews increased after simulated interviews or after feedback discussions. Methods A total of 162 medical students (109 men, 53 women) in their fourth or fifth year at a university in Japan participated in this study. The degree of self-efficacy in medical interviewing was measured before and after a medical interview with a simulated patient, and after the subsequent feedback session. Results ANOVA analysis revealed that self-efficacy for medical interviews was higher after both the interview and the feedback session than before the interview. Self-efficacy was highest after the feedback session among all three time points. Conclusions Feedback following a simulated interview with a simulated patient is important to improve the self-efficacy of medical students learning medical interviewing skills.

scholarly journals Empathy Enhancement Based on a Semiotics Training Program: A Longitudinal Study in Peruvian Medical Students

2020 ◽  
Vol 11 ◽  
Author(s):  
Lissett J. Fernández-Rodríguez ◽  
Víctor H. Bardales-Zuta ◽  
Montserrat San-Martín ◽  
Roberto C. Delgado Bolton ◽  
Luis Vivanco
Keyword(s):  
Longitudinal Study ◽  
Medical Students ◽  
Training Program

scholarly journals Evaluation of the Effectiveness of a Training Program on Violence against Children and Adolescents

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Murilo Sabbag Moretti ◽  
Alex Sandro Gomes Pessoa
Keyword(s):  
Medical Students ◽  
Training Program ◽  
Health Professionals ◽  
Intervention Program ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Postgraduate Students ◽  
Violence Against Children ◽  
Positive Effects ◽  
Post Test

Abstract: Introduction: Assistance in health services is often the first possibility for the identification of cases of Violence Against Children and Teenagers (VACT). Therefore, the aim of this article was to evaluate the effectiveness of an intervention program developed to enable students and health professionals to recognize and report cases of VACT. Additionally, we sought to verify at what level of training (undergraduate, postgraduate or working professional) such intervention would show the greatest effect. Method: This is a quasi-experimental study, of which design was based on the analysis of a non-equivalent Control Group (CG). The research included undergraduate medical students, postgraduate medical students attending pediatric residency and professionals working in health institutions. A total of 105 people participated, of which 89% were women. The participants were subsequently subdivided between the Experimental Group - EG (n = 60) and Control Group - CG (n = 45). A training program on the topic, consisting of 10 sessions (20h in total), was developed and applied with an EG. To assess the effectiveness of the intervention, a questionnaire was applied at previously determined periods (pre-test and post-test). The data were submitted to statistical analysis (descriptive analyses, t test and Tukey’s multiple comparison test), using the software R. Results: The post-test showed statistically significant changes in all dimensions evaluated with the EG, which proves that the intervention resulted in changes regarding the previous conceptions that the participants had about VACT. Additionally, when comparing the responses obtained in the questionnaires between the three EG groups (undergraduate, postgraduate students and working professionals), it was verified that there were no statistical differences between the groups, suggesting that educational programs have positive effects on all levels of training. Conclusions: This study showed that training programs can qualify the conception of students and health professionals, as well as help them feel more prepared to deal with the demands related to VACT. However, a collective effort is needed so that these contents are purposefully incorporated into the training process at all levels, from undergraduate school to continuing education.

scholarly journals Stability of empathy scores between first- and fourth-year medical students: A longitudinal study at a Japanese medical school

2019 ◽  
Author(s):  
Toshimi Nakanishi ◽  
Hirotaka Ito
Keyword(s):  
Longitudinal Study ◽  
Medical Students ◽  
Medical School ◽  
Japanese Version ◽  
First Year ◽  
Compassionate Care ◽  
Undergraduate Medical Students ◽  
School Year ◽  
Fourth Year Medical Students ◽  
Relationship Importance

Abstract Background: In medical practice, a relationship of trust between doctors and patients is essential. An important part of building and maintaining this relationship is empathy. Prior studies have suggested that empathy in medical students declined around the fourth year. The purpose of this study is to verify the decrease of empathy and gain further insights into empathy factors. Methods: This longitudinal study of undergraduate medical students was conducted through a self-administered, 20-item survey, using a 5-point Likert scale. First (n=105) and fourth (n=62) year students at Yamagata University Faculty of Medicine, School of Medicine in Japan were assessed for empathy using the Japanese version of the Jefferson Scale of Physician Empathy (JSPE). Total empathy scores were calculated, and multivariate analysis of variance (MANOVA) was used to reveal the underlying factors of the Japanese version of JSPE. Finally, logistic regression analysis was used to investigate the presence of any relationships between attributes such as gender-related differences, age, school year, and experience as a patient. Results: In total, 234 participants were contacted, of whom 167 responded (71.3%). No decrease of mean empathy scores was shown between first-year (66.4) and fourth-year students (68.4). Factor analysis identified four factors: “building good patient-doctor relationship,” “importance of empathetic care,” “understanding patients’ view,” and “compassionate care.” A weak correlation (r = - 0.271) was observed between “understanding patients’ view” and “importance of empathetic care.” The odds ratio of females in “understanding patients’ view” and “compassionate care” was significantly higher (p<0.05) than in males. For “compassionate care,” statistically significant differences were noted for gender (p < 0.05) and age (p< 0.05) and the effect of gender being larger than age. Conclusions: This longitudinal cohort study in one medical school in Japan showed that empathy scores of first- and fourth-year students did not decrease, and the contribution of “compassionate care” was lowest of the four factors. The results imply the necessity to provide a program that enables preclinical medical students to understand the significance of emotional empathy and express it before they appear for computer-based testing (CBT) and objective structured clinical examination (OBCE) in their fourth year.

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