Ignitions of empathy. Medical students feel touched and shaken by interacting with patients with chronic conditions in communication skills training |
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| Authors: | Anne Marie Rieffestahl Torsten Risør Hanne O Mogensen Susanne Reventlow Anne Mette Morcke |
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| Institution: | 1. Copenhagen Academy for Medical Education and Simulation, the Capital Region of Denmark, Denmark;2. Section of General Practice and the Research Unit for General Practice, Department of Public Health, Faculty of Health and Medical Science, University of Copenhagen, Denmark;3. Department of Community Medicine, Faculty of Health Sciences, UiT The Arctic University of Norway, Norway;4. Department of Anthropology, Faculty of Social Science, University of Copenhagen, Denmark;1. Department of Health Education & Promotion, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran;2. Diabetes Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran;3. Center for Aging in Diverse Communities, University of California San Francisco, San Francisco, CA, USA;4. Institute for Health & Aging, University of California San Francisco, San Francisco, CA, USA;5. Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran;1. School of Public Health, University of Sydney, Sydney, Australia;2. Centre for Biostatistics, Division of Health Sciences, University of Otago, Dunedin, New Zealand;1. James M. Anderson Center for Health Systems Excellence, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, Cincinnati, OH, USA;2. Department of Pediatrics, University of Cincinnati College of Medicine, 3333 Burnet Ave, Cincinnati, OH, USA;3. Smaller Sanities Studio, New York, NY, USA;4. Department of Pediatrics, University of North Carolina at Chapel Hill, 101 Manning Dr, Chapel Hill, NC, USA;5. Division of Biostatistics and Epidemiology, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, Cincinnati, OH, USA;6. Division of General and Community Pediatrics, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, Cincinnati, OH, USA;1. Amsterdam UMC, Vrije Universiteit Amsterdam, Midwifery Science, AVAG, Amsterdam, the Netherlands;2. National Institute for Public Health and the Environment (RIVM), Centre for Population Screening, Bilthoven, the Netherlands;1. Department of Biobehavioral Health, The Pennsylvania State University, University Park, USA;2. Department of Pediatrics, Indiana University School of Medicine, Indianapolis, USA;3. Health Behavior Consultants International, 7575 E Indian Bend Rd, Scottsdale, AZ 85250, USA |
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| Abstract: | ObjectiveTo explore what and how medical students learn from patients with chronic conditions in the context of communication skills training.MethodsSemi-structured interviews and focus groups with 32 medical students. Interviews were recorded, transcribed, analyzed inductively and organized into four main narrative themes.ResultsLearning from patients provided medical students opportunities to see the world through the patients’ eyes, understand the diversity of patients’ needs, and recognize the importance of matching patients’ and doctors’ perspectives. Consequently, students expressed emotional responses on challenges in interactions with the patients related to performing the role as ‘medical expert’. Difficulty empathizing became visible in the students’ interaction with patients.ConclusionThe patients’ authentic contributions provided the students with unique opportunities to engage with their own emotions and capacity for empathy. However, for students to benefit from this affective practical training, they need guidance to balance professional and personal aspects in encounters. There is a need to introduce the ‘doctor as person’ in medical education.Practice implicationsPatients with chronic conditions strengthen students’ learning of empathy as part of transformative learning. Doing so with patients is a challenging way of learning. Thus, faculty and educators must provide explicit guidance for students to benefit. |
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| Keywords: | Learning from patients Undergraduate medical education Communication Empathy Doctors’ roles |
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