Narrowing the empathy gap between doctors and patients using emotion forecasting

2020 ◽  
Vol 48 (2) ◽  
pp. 1-10
Author(s):  
Guoying Qian ◽  
Wen Zheng ◽  
Shuchang Liu ◽  
Suo Jiang ◽  
Yuan Du ◽  
...  
Keyword(s):  
Medical Education ◽  
Emotional Intelligence ◽  
Medical Students ◽  
Affective Responses ◽  
Affective Forecasting ◽  
Chinese Medical Students ◽  
Emotional Intelligence Training ◽  
Empathy Gap

We investigated the differences between medical students' affective forecasting for self and their forecasting of patients' affective responses. To do this, we developed an affective forecasting situation questionnaire and tested its validity with a sample of 272 Chinese medical students and 66 patients. Results showed that there was a significant correlation between medical students' affective forecasting for self and their forecasting of patients' emotions. Medical students who were calmer (vs. less calm) during affective forecasting for themselves were more accurate in forecasting the patient's emotions. We suggest that emotional intelligence training should be highlighted in Chinese medical education to improve students' ability to forecast their own and others' emotions.

scholarly journals The application of team-based learning in emotional intelligence training for medical students: A pre–post-test study

2020 ◽  
Author(s):  
Wenjiao Yang ◽  
Yu Chen ◽  
YuanMin Gao ◽  
Jing Wang ◽  
Fan Fang ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Medical Students ◽  
Course Evaluation ◽  
Basic Knowledge ◽  
Post Intervention ◽  
Emotional Management ◽  
Team Based Learning ◽  
Post Test ◽  
Emotional Intelligence Training ◽  
The Impact

Abstract Background Emotional intelligence represents a person’s interpersonal and communication competencies, and influences medical students and their clinical careers. The aim is to evaluate the impact of team-based learning in an emotional intelligence training intervention among Chinese medical students. Methods This is a quasi-experimental, one-group pre–post-test assessment. A convenience sample of medical university students took an elective course in emotional management recruited for this study. An emotional management course was designed to provide college students with basic knowledge about emotional regulation and to provide opportunities for emotional management practice. The course composed of traditional face-to-face education and the new style of teamwork. They completed the educational modules using their personal computers or cell phones. Using the Emotional Intelligence Scale, Caring Ability Inventory, and a course evaluation questionnaire, two research assistants collected data before and after delivery of the intervention. Descriptive statistics were calculated for sociodemographic data. Categorical data were described as frequencies, and continuous data were expressed as means. Differences in respondent characteristics between the pre- and post-intervention assessments were investigated using the chi-squared test. The paired-samples t test was used to investigate differences between pre- and post-intervention. Ninety-eight students completed the pre-intervention questionnaire and 82 students completed the post-intervention questionnaire. Results The intervention improved students’ emotional intelligence and caring ability, as indicated by increased scores in perceiving and expressing emotions (t = 7.045, P < 0.01), regulating emotions (t = 6.094, P < 0.001), knowing (t = 4.268, P < 0.001), and courage (t = 4.842, P < 0.001). Students' average course evaluation ratings were >4 points (The total score is 5.). Conclusions This intervention has the potential to influence medical students’ emotional intelligence and caring behavior.

scholarly journals Chinese medical students’ disposition for critical thinking: a mixed methods exploration

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lei Huang ◽  
Angela Pei-Chen Fan ◽  
Na Su ◽  
Jessica Thai ◽  
Russell Olive Kosik ◽  
...  
Keyword(s):  
Medical Education ◽  
Critical Thinking ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical Training ◽  
Cross Sectional ◽  
Chinese Medical Students ◽  
One Year ◽  
The Impact

Abstract Background Critical thinking (CT) is an essential competency for medical students. This study’s aim was to evaluate Chinese medical students’ disposition for CT and to explore the impact of current trends in medical education on students’ CT development. Methods We used multistage stratified cluster sampling to recruit a total of 1241 medical students among five different years of training and from three medical institutions in China. The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) and self-reported information were used to collect cross-sectional data. Based on the data from the CTDI-CV, 112 medical students in clinical course training from a single institution continued one-year follow-up. Their one-year CTDI-CV score changes were collected regarding various medical education variables. Results The mean CTDI-CV score of the 1241 medical students was 287.04 with 729 (58.7%) students receiving a score of 280 or higher. There were statistically significant differences in schools attended(F = 3.84, P < 0.05), year of school attended(F = 10.32, P < 0.001), GPA(F = 6.32, P < 0.01), weekly time spent learning after class(F = 14.14, P < 0.001), attitude toward medicine(F = 28.93, P < 0.001), desire to be a doctor after graduation(t = − 3.35, P < 0.001), familiarity with CT(F = 20.40, P < 0.001), and perception of importance of CT(F = 22.25, P < 0.001). The participants scored the highest on the CTDI-CV subscales of “inquisitiveness” and the lowest on “truth seeking.” The 112 students in the longitudinal study had significantly lower total CT scores after one academic year follow-up. Conclusions Chinese medical students generally exhibited positive CT dispositions. The cross-sectional survey and one-year longitudinal study indicated that students’ CT disposition diminished as they progressed through traditional medical training. Our study contributes to understanding the status of Chinese medical education of and influential factors on medical students’ CT disposition.

scholarly journals Knowledge, Attitudes, and Social Responsiveness Toward Corona Virus Disease 2019 (COVID-19) Among Chinese Medical Students—Thoughts on Medical Education

2021 ◽  
Vol 8 ◽  
Author(s):  
Haojun Yang ◽  
Yue Zheng ◽  
Fang Yu ◽  
Bohao Cheng ◽  
Ziqing Zhu ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Clinical Manifestations ◽  
Social Responsiveness ◽  
Learning Stage ◽  
Chinese Medical Students ◽  
Group A ◽  
Group B ◽  
Group D

Purpose: To assess knowledge, attitudes, and social responsiveness toward COVID-19 among Chinese medical students.Methods: Self-administered questionnaires were used to collect data from 889 medical students in three well-known Chinese medical universities. The questionnaire was comprised of three domains which consisted of demographic characteristic collection, seven items for knowledge, and eight items for attitudes and social responsiveness toward COVID-19. Data from different universities were lumped together and were divided into different groups to compare the differences, including (1) students at the clinical learning stage (Group A) or those at the basic-medicine stage (Group B) and (2) students who have graduated and worked (Group C) or those newly enrolled (Group D).Results: Medical students at group B had a weaker knowledge toward COVID-19 than did students at group A, especially in the question of clinical manifestations (p &lt; 0.001). The percentage of totally correct answers of COVID-19 knowledge in group C was higher than that in Group D (p &lt; 0.001). There were significant differences between groups C and D in the attitudes and social responsiveness toward COVID-19. Surprisingly, we found that the idea of newly enrolled medical students could be easily affected by interventions.Conclusions: In light of this information, medical education should pay attention not only to the cultivation of professional knowledge and clinical skills but also to the positive interventions to better the comprehensive qualities including communicative abilities and empathy.

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

2019 ◽  
Author(s):  
Sneha Barai
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Role Models ◽  
Role Model ◽  
General Medical Council ◽  
Future Generations ◽  
Medical Council ◽  
Positive Role ◽  
The Uk ◽  
And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

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