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Teaching medical students to express empathy by exploring patient emotions and experiences in standardized medical encounters |
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| Institution: | 1. Facultad de Medicina, Universidad Francisco de Vitoria, Madrid, Spain;2. Unidad Docente de Medicina de Familia y Comunitaria de Córdoba. Instituto Maimónides de Investigación Biomédica (IMIBIC)/Hospital Reina Sofia/Universidad de Cordoba, Spain;1. Department of General Surgery, OhioHealth Riverside Methodist Hospital, 3535 Olentangy River Road, Columbus, OH, 43214, USA;2. Department of Medical Education, OhioHealth Riverside Methodist Hospital, Columbus, OH, USA;3. Center for Medical Education and Innovation, Columbus, OH, USA;4. OhioHealth Research Institute, OhioHealth Riverside Methodist Hospital, Columbus, OH, USA;2. Karl Landsteiner Institute for General Gynecology and Experimental Gynecologic Oncology, Vienna, Austria;3. Center for Medical Statistics, Informatics and Intelligent Systems, Medical University of Vienna, Vienna, Austria;2. Department of General Surgery, University of Calgary, Calgary, Alberta, Canada;3. Department of Computer Sciences, University of Calgary, Calgary, Alberta, Canada;4. Faculty of Education, University of Calgary, Calgary, Alberta, Canada;2. Department of Surgery, University of California, San Francisco, California;3. Department of Medicine, University of California, San Francisco, California;4. Department Laboratory Medicine, University of California, San Francisco, California |
| Abstract: | ObjectivesTo increase medical students’ ability to detect contextual and emotional cues and to respond empathetically to patients.Methodsa training course in communication skills and patient-centered care with different teaching activities (didactic, reflective and interactive: workshops and encounters with simulated patients) was delivered to third-year medical students just before their clerkships. The program was evaluated by an external observer (OE) and simulated patients (SP) in 2 or 3 videotaped encounters.ResultsStudents improved significantly from baseline to 3rd interview in all communicative skills and domains explored both in OE (32.4%) and SP (38.3%) measurement. At the end of the course students detected significantly more clues and made more empathetic expressions.ConclusionsThe course seems to improve the ability of students to explore the illness experience, showing more empathy in a more genuine way. This was carried out in consultations lasting 10 min.Practical implicationsThe program is effective and feasible to be applied as a regular formative activity. Further research is needed to assess whether this training program is applicable to students in more advanced educational levels and if it has any additional outcomes. |
| Keywords: | Physician doctor relationships Communication skills Educational training Medical students Empathy Illness experience |
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