scholarly journals A Systematic Review of Educational Interventions and Their Impact on Empathy and Compassion of Undergraduate Medical Students

2021 ◽  
Vol 8 ◽  
Author(s):  
Prianna Menezes ◽  
Salman Y. Guraya ◽  
Shaista Salman Guraya
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Well Being ◽  
Educational Interventions ◽  
Patient Centered Care ◽  
Technology Enhanced Learning ◽  
Long Term Effects ◽  
Undergraduate Medical Students ◽  
Patient Centered ◽  
Centered Care

Introduction: A compassionate and patient-centered care leads to improved clinical outcomes. Promoting empathy and compassion of medical students is a forerunner of their well-being, emotional stability, and a patient-centered care. However, there is slender evidence about best educational interventions that can inculcate empathy and compassion skills. Our objective was to conduct a systematic review of research evaluating the associations between spectrum, effectiveness, frequency of teaching modalities and their outcomes on compassion and empathy to highlight best practices.Methods: We searched the Web of Science, PubMed, Scopus, and EBSCO Host on 22nd July 2020. We adapted our search strategy from a previously published systematic review on education for compassion and empathy. Selected studies were required to have used unique educational interventions for promoting empathy and compassion of medical students. The research questions were based on Participants (medical students), Intervention (empathy and/or compassion related teaching), Comparison, and Outcome.Results: We analyzed 24 articles from the initial yield of 2,861. Twenty-two were quantitative studies with a mean of 12.8 on MERSQI. Twelve were randomized controlled trials while 5 measured outcomes with single group pre- and post-tests. There was no association found between duration, frequency and complexity of an educational intervention and its effectiveness. Twenty used multimodality curricula, and of those 18 reported statistically significant positive improvement in empathy, while 3 of 4 single modality were effective. Only three studies looked for long-term effects of educational interventions. Fourteen studies evaluated Kirkpatrick's level one (self-reported knowledge), 2 level three (behavior), and 6 level four (patient outcomes). We identified six major educational constructs of teaching empathy and compassion; communication, mindfulness, early clinical exposure, technology-enhanced learning, comics and arts and culture.Discussion: Our review couldn't identify a standard teaching construct in place and highlighted that different teaching tools carry similar impact in promoting compassion and empathy and a sustainable program rather than a single training activity is essential.

scholarly journals A Systematic Review of Educational Interventions and Their Impact on Empathy and Compassion of Undergraduate Medical Students 

2021 ◽  
Author(s):  
Prianna Menezes ◽  
Shaista Salman Guraya ◽  
Salman Yousuf Guraya
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Educational Interventions ◽  
Technology Enhanced Learning ◽  
Long Term Effects ◽  
Undergraduate Medical Students ◽  
Clinical Exposure ◽  
Patient Centred Care ◽  
Quantitative Studies ◽  
Ebsco Host

Abstract BackgroundA compassionate and patient-centred care leads to improved clinical outcomes. Promoting empathy and compassion of medical students is a forerunner of their wellbeing, emotional stability, and a patient-centred care. However, there is slender evidence about best educational interventions that can inculcate empathy and compassion skills. Our objective was to conduct a systematic review of research evaluating the associations between spectrum, effectiveness, frequency of teaching modalities and their outcomes on compassion and empathy to highlight best practices. MethodsWe searched the Web of Science, PubMed, Scopus, and EBSCO Host. Selected studies were required to have used unique educational interventions for promoting empathy and compassion of medical students.ResultsWe analysed 24 articles from the initial yield of 2,861. Twenty-two were quantitative studies with a mean of 12.8 on MERSQI. Twelve were randomized controlled trials while 5 measured outcomes with single group pre- and post-tests. There was no association found between duration, frequency and complexity of an educational intervention and its effectiveness. Twenty used multimodality curricula, and of those 18 reported statistically significant positive improvement in empathy, while 3 of 4 single modality were effective. Only three studies looked for long-term effects of educational interventions. Fourteen studies evaluated Kirkpatrick’s level one (self-reported knowledge), 2 level three (behaviour), and 6 level four (patient outcomes). We identified six major educational constructs of teaching empathy and compassion; communication, mindfulness, early clinical exposure, technology-enhanced learning, comics and arts and culture. ConclusionOur review couldn’t identify a standard teaching construct in place and highlighted that different teaching tools carry similar impact in promoting compassion and empathy and a sustainable program rather than a single training activity is essential.

Metabolink: m-Health Solution Enabling Patient-Centered Care and Empowerment for Well-Being and Active Ageing

2015 ◽  
pp. 357-365
Author(s):  
Graziano Pappadà ◽  
Laura Scaringella ◽  
Romina Bisceglie ◽  
Nicola Modugno ◽  
Antonio Pacilli ◽  
...  
Keyword(s):  
Well Being ◽  
Patient Centered Care ◽  
Active Ageing ◽  
Patient Centered ◽  
Centered Care

scholarly journals A Systematic Review of Surveys for Measuring Patient-centered Care in the Hospital Setting

Medical Care ◽  
2020 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Sara C. Handley ◽  
Sydney Bell ◽  
Ingrid M. Nembhard
Keyword(s):  
Systematic Review ◽  
Hospital Setting ◽  
Patient Centered Care ◽  
Patient Centered ◽  
Centered Care

The Diabetes Simulation Challenge: Enhancing Patient Perspective-Taking for Medical Students

2022 ◽  
Author(s):  
Emily Shaffer-Hudkins ◽  
Sara Hinojosa Orbeck ◽  
Kathy Bradley-Klug ◽  
Nicole Johnson
Keyword(s):  
Type 1 Diabetes ◽  
Medical Students ◽  
Perspective Taking ◽  
Patient Centered Care ◽  
Chronic Health Condition ◽  
Health Condition ◽  
Patient Centered ◽  
Training Tool ◽  
Centered Care

The Diabetes Simulation Challenge is a unique training tool to foster empathy, a key facet of patient-centered care, for medical students. Thirty-two medical students participated in a 24-hour perspective-taking activity as part of their curriculum, during which they simulated some common experiences of living with a chronic health condition, specifically type 1 diabetes. Students’ written reflections were analyzed using a phenomenological qualitative approach to provide a composite description of the experience. An exhaustive, iterative method of thematic analysis that included manual coding was used to determine whether this activity led to expressions of empathy or thoughts and beliefs consistent with patient-centered health care. Nine unique themes emerged, six of which indicated that students adopted the perspective of an individual with a chronic illness. Most of the students’ reflections illustrated an understanding of the behavioral, social, and emotional challenges related to living with type 1 diabetes, as well as increased empathy toward individuals with the disease. Medical students who aim to provide patient-centered care benefited from this perspective-taking exercise, and training programs should consider using such methods to extend learning beyond traditional didactic education.

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