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Ulutas Deniz E, Ceylan C, Eren R, Memiş OB. Advancing empathy and emotional intelligence among pharmacy students: A comparative mixed-methods study with peer role-play simulation intervention. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:102112. [PMID: 38795610 DOI: 10.1016/j.cptl.2024.102112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2024] [Revised: 05/14/2024] [Accepted: 05/16/2024] [Indexed: 05/28/2024]
Abstract
INTRODUCTION Due to the significance of interpersonal empathy and emotional intelligence in pharmaceutical practices, it has become essential to emphasize its importance in pharmacy education. The aim of this study is to provide pharmacy students, who require proper communication skills throughout their professional careers, with a simulation-based intervention focusing on empathy and emotional intelligence, and to evaluate the influence of this educational intervention on emotional intelligence and empathy levels. METHODS The methodological approach adopted in this study aims to integrate both qualitative and quantitative data for a comprehensive analysis, that is, the mixed method, and to provide in-depth answers to the research questions. RESULTS There was a difference observed in the change in empathy and emotional intelligence scores between the control and intervention groups. When the pre-test and mid-test results with the intervention group were analyzed, there was a difference in the values for emotional intelligence when only education was offered. Conversely, no difference was found in empathy scores under the same conditions. In the intervention group, after the implementation of both training and simulation practice resulted in a difference in the scores for emotional intelligence and empathy when comparing the results before and after the test. Gender and the interaction between gender and group had small effect sizes on both empathy and emotional intelligence. The comprehensive data collected from these interviews enabled a rigorous thematic analysis, culminating in the identification of three primary themes accompanied by respective categories: the contribution of theoretical education to simulation, perceptions of simulation practice, the significance of debriefing sessions. Students highlighted the development of various communication skills, such as improving patient-provider relationships, conveying empathy to patients, being aware of and managing their emotions, and building self-confidence through simulated encounters and debriefing sessions. CONCLUSION Based on these findings, it is recommended that simulation methods be made mandatory in pharmacy school curricula and be disseminated nationwide.
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Affiliation(s)
- Elif Ulutas Deniz
- Department of Pharmacy Management, Faculty of Pharmacy, Atatürk University, 25240 Yakutiye-Erzurum, Türkiye.
| | - Ceren Ceylan
- Faculty of Pharmacy, Atatürk University, Türkiye
| | - Rumeysa Eren
- Department of Pharmacy Management, Faculty of Pharmacy, Atatürk University, Türkiye
| | - Olcay Besnili Memiş
- Department of Labor Economics and Industrial Relations, Faculty of Economics and Administrative Sciences, Atatürk University, Türkiye.
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Garza KB, Grabowsky A, Moseley LE, Wright BM, Davis BR, Ford CR. Activities to promote empathy for patients among pharmacy learners: A scoping review. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:911-922. [PMID: 37633755 DOI: 10.1016/j.cptl.2023.08.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2022] [Revised: 07/17/2023] [Accepted: 08/16/2023] [Indexed: 08/28/2023]
Abstract
BACKGROUND Provider empathy has been shown to be directly linked to improved patient outcomes. The objective of this scoping review of the literature was to identify and describe learning activities that promote empathy for patients among pharmacy learners. METHODS This scoping review was conducted using the following inclusion criteria: publication in English, activities conducted in any academic pharmacy training program (professional degree program, experiential, residency, or fellowship), description of the learning activity(ies) provided, and focus on the experience of empathy/caring/compassion for patients, either human or animal. Articles were excluded if they focused only on skills such as empathic responding or if they did not describe the learning experience. All study designs other than reviews were included. RESULTS The scoping review revealed 89 full-text articles that met the inclusion criteria. Included studies demonstrated a wide variety of approaches to the design of learning experiences as well as methods of measurement of empathy. Various types of learning modalities have been used to develop empathy in pharmacy learners, with reflection being the most common. A large proportion of studies that assessed empathy development used quasi-experimental or qualitative designs and did not report tests of statistical significance, which would make it difficult to compare the effectiveness of the different learning activities. IMPLICATIONS A variety of approaches have been used among pharmacy learners to develop empathy for patients. Due to the high level of variability in approaches, more rigorous studies are needed to assess the effectiveness of these learning activities.
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Affiliation(s)
- Kimberly B Garza
- Auburn University Harrison College of Pharmacy, 4306b Walker Building, Auburn, AL 36849, United States.
| | - Adelia Grabowsky
- Ralph Brown Draughon Library, 231 Mell Street, Auburn, AL 36849, United States.
| | - Lindsey E Moseley
- Auburn University Harrison College of Pharmacy, 2229 Walker Building, Auburn University, AL 36849, United States.
| | - Bradley M Wright
- Auburn University Harrison College of Pharmacy, 2229 Walker Building, Auburn University, AL 36849, United States.
| | - Brandy R Davis
- Auburn University Harrison College of Pharmacy, 1330 Walker Building, Auburn University, AL 36849, United States.
| | - Channing R Ford
- Jacksonville State University, Graduate School, 700 Pelham Rd., North Jacksonville, AL 36365, United States.
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A stenography of empathy: Toward a consensual model of the empathic process. L'ENCEPHALE 2023:S0013-7006(23)00012-X. [PMID: 36775761 DOI: 10.1016/j.encep.2022.12.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 12/09/2022] [Accepted: 12/09/2022] [Indexed: 02/12/2023]
Abstract
Empathy has gained popularity in the general population and the scientific world during the past decade. Recently, several researchers found a significant decrease in empathy scores of healthcare students (notably medical students) and recommend promoting empathy skills in several fields of education. The current paper presents a new model of the empathic process: a stenography of empathy compelling scientific data and contemporary conceptions. Indeed, we combined all pioneer researchers' conceptions of empathy (Davis, Decety, Batson, Preston & de Waal) into an integrative model. This model is centered on the empathizer (i.e., a person observing a target experiencing emotions) and displays how all empathy components are articulated, explaining the individuals' general functioning and how the process might become dysfunctional. We illustrated applications of the model with three clinical examples (i.e., burnout, psychopathy, and borderline personality disorders) to display how empathy is related to psychopathological symptoms. We believe this new dynamic and sequential model would be helpful in explaining how empathy works, which is of great interest to healthcare students, clinicians, researchers, and academics.
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Robertson AD, Moore M, McFadden L, Steere EL, Barnes J, Shrader S. Implementation and evaluation of simulations in a required course to improve empathy of pharmacy students. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1404-1410. [PMID: 36127278 DOI: 10.1016/j.cptl.2022.09.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2022] [Revised: 08/05/2022] [Accepted: 09/07/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION It is essential for health care professionals to display empathy when communicating with patients. Therefore, empathy is an important skill to teach health care professional students. The objective of this study was to examine the effect of a course enhancement consisting of formal instruction and application-based simulations on empathy in pharmacy students. METHODS The Jefferson Scale of Empathy for Health Profession Students (JSE-HPS) was administered at the start of the semester and again at the end of the 16-week required course for third-year pharmacy students. Differences in the mean scores were analyzed using a paired t-test. An inductive conventional content analysis approach was utilized to analyze end of the course reflections about empathy by two investigators. RESULTS On the pre-survey (n = 140), the empathy scores ranged from 86 to 140 (mean 113.8). On the postsurvey (n = 73), scores ranged from 93 to 137 (mean 117.5). A statistically significant increase in students' empathy scores on the JSE-HPS was observed following the completion of the course (P = .006). The main themes that emerged from the students' reflections were the impact of empathy on patient-centered care and the importance of patient-provider relationships. Students also discussed the development and use of empathy skills. CONCLUSIONS A combination of didactic and skills-based training led to an improvement in empathy in third-year pharmacy students. Student comments highlighted the value of practicing empathy skills in a simulated environment.
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Affiliation(s)
- Amy D Robertson
- Pharmacy Practice, University of Kansas School of Pharmacy, 2010 Becker Dr., Lawrence, KS 66047, United States of America.
| | - Mady Moore
- University of Kansas School of Pharmacy, 2010 Becker Dr., Lawrence, KS 66047, United States of America.
| | - Lara McFadden
- University of Kansas School of Pharmacy, 2010 Becker Dr., Lawrence, KS 66047, United States of America.
| | - Evan L Steere
- University of Kansas School of Pharmacy, 2010 Becker Dr., Lawrence, KS 66047, United States of America.
| | - Jessica Barnes
- Pharmacy Practice, University of Kansas School of Pharmacy, 2010 Becker Dr., Lawrence, KS 66047, United States of America.
| | - Sarah Shrader
- Pharmacy Practice, University of Kansas School of Pharmacy, 2010 Becker Dr., Lawrence, KS 66047, United States of America.
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Sahin-Bayindir G, Sukut O, Yilmaz S, Kutlu Y. The Turkish validity and reliability of the Kiersma-Chen empathy scale. Perspect Psychiatr Care 2022; 58:1096-1102. [PMID: 34216006 DOI: 10.1111/ppc.12907] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 06/10/2021] [Accepted: 06/19/2021] [Indexed: 11/29/2022] Open
Abstract
PURPOSE This study aimed to establish the Turkish validity and reliability of the Kiersma-Chen empathy scale (KCES) and determine its psychometric properties. DESIGN AND METHODS This methodological study was carried out with 227 nursing students between April and May 2019. FINDINGS The Cronbach's alpha coefficient of the total scale is 0.854, the test-retest coefficient was high for the total scale (r = 0.989), and total-item correlations ranged between 0.398 and 0.712. PRACTICE IMPLICATIONS The KCES-TR is a valid and reliable scale to measure empathy in nursing students.
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Affiliation(s)
- Gizem Sahin-Bayindir
- Department of Mental Health and Psychiatric Nursing, Florence Nightingale Faculty of Nursing, Istanbul University-Cerrahpaşa, Istanbul, Turkey
| | - Ozge Sukut
- Department of Mental Health and Psychiatric Nursing, Florence Nightingale Faculty of Nursing, Istanbul University-Cerrahpaşa, Istanbul, Turkey
| | - Sevil Yilmaz
- Department of Mental Health and Psychiatric Nursing, Florence Nightingale Faculty of Nursing, Istanbul University-Cerrahpaşa, Istanbul, Turkey
| | - Yasemin Kutlu
- Department of Mental Health and Psychiatric Nursing, Florence Nightingale Faculty of Nursing, Istanbul University-Cerrahpaşa, Istanbul, Turkey
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Wollen J, Zhao A, Hinman B, Surati D, Wallace D. Improving pharmacy students' empathy and attitudes regarding opioid overdose and substance use disorder in a skills-based learning environment. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:604-611. [PMID: 35715101 DOI: 10.1016/j.cptl.2022.04.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2020] [Revised: 02/18/2022] [Accepted: 04/27/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Using a skills-based learning environment as a launch pad for developing empathy for patients with substance use disorder or at high risk for opioid overdose allows for learning continuity and early intervention. Empathy for this patient population may reduce bias and stigma associated with negative health outcomes. Previous studies have assessed empathy in pharmacy students, but not in the context of substance use disorder and opioid overdose harm reduction among first professional year pharmacy students in skills-based education. This cohort study aimed to measure the change in empathy and opioid overdose-related attitudes before and after a two-part skills-based learning activity that focused on drug diversion and opioid overdose treatment. METHODS First professional year pharmacy students were given a pre- and post-survey consisting of empathy and attitudes sections. The Kiersma-Chen Empathy Scale (KCES) and the Opioid Overdose Attitudes Scale (OOAS) were used. The intervention was a skills-based learning activity with two segments, one that focused on naloxone counseling and the other focused on drug diversion. RESULTS The aggregate mean change in KCES and OOAS scores of the cohort increased by 1.837 (P = .014) and 2.349 (P = .008), respectively. Of note, students with lower baseline empathy and attitudes scores showed more improvement in both KCES and OOAS scores. CONCLUSIONS Students showed improvement in empathy and attitudes regarding opioid overdose and substance use disorder. A larger magnitude of improvement was noted with lower baseline scores.
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Affiliation(s)
- Joshua Wollen
- University of Houston College of Pharmacy, 4349 Martin Luther King Blvd, Houston, TX 77204, United States.
| | - Alexa Zhao
- University of Houston College of Pharmacy, 4349 Martin Luther King Blvd, Houston, TX 77204, United States.
| | - Breanna Hinman
- PGY1 Pharmacy Resident, Houston Methodist Hospital, 6565 Fannin St, MB 1-053, Houston, TX 77030, United States.
| | - Dhara Surati
- University of Houston College of Pharmacy, 4349 Martin Luther King Blvd, Houston, TX 77204, United States.
| | - David Wallace
- University of Houston College of Pharmacy, 4349 Martin Luther King Blvd, Houston, TX 77204, United States.
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Murry LT, Reist JC, Fravel MA, Knockel LE, Witry MJ. An Exploratory Mixed Methods Study of Standardized Patient Comments on Empathy and Student Communication Scores. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:ajpe8642. [PMID: 34301573 PMCID: PMC8887057 DOI: 10.5688/ajpe8642] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Accepted: 06/15/2021] [Indexed: 06/13/2023]
Abstract
Objective. To quantify student pharmacists' communication ability based on scores from standardized patient (SP) communication rubrics, describe and categorize SP comments about student empathy, and test the relationship between students' communication scores and empathy.Methods. A concurrent mixed methods research design was used to assess a graded performance-based assessment (PBA) of student pharmacists that had been conducted at one college of pharmacy. The PBA rubrics (n=218) completed by SPs contained 20 assessment items and space for open-ended feedback. Scoring categories for communication assessment included: yes, inconsistent, no, and not applicable (N/A). Descriptive statistics were calculated for rubric scores. Feedback from standardized patients was analyzed and used to categorize student interactions during the encounter as reflecting high empathy, mixed empathy, or low empathy. Kruskal-Wallis ANOVA was used to test the relationship between empathy category and communication score.Results. Standardized patients had written comments on 141 of the 218 rubrics (64.7%). The mean communication score was 39.0±1.6 (range, 31-40) out of a maximum 40 points. The total scores for the low, mixed, and high empathy category transformations were 6 (4.3%), 95 (67.4%), and 40 (28.4%), respectively. The results of the Kruskal-Wallis ANOVA were significant, suggesting that communication scores were different between empathy categories.Conclusion. There was a positive association between students' scores on communication rubrics and student empathy categorization, with student pharmacists exhibiting different levels of clinical empathy. While the PBA of interest was not specifically focused on empathy, SPs frequently provided feedback about empathy to students, suggesting that showing empathy during the encounter was important.
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Affiliation(s)
- Logan T Murry
- The University of Iowa, College of Pharmacy, Iowa City, Iowa
| | - Jeffrey C Reist
- The University of Iowa, College of Pharmacy, Iowa City, Iowa
| | | | - Laura E Knockel
- The University of Iowa, College of Pharmacy, Iowa City, Iowa
| | - Mathew J Witry
- The University of Iowa, College of Pharmacy, Iowa City, Iowa
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Clemens EJ, Reed JB, Baker ES, Baker CM. Effect of death and dying elective on student empathy and attitudes toward mortality. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1627-1633. [PMID: 34895672 DOI: 10.1016/j.cptl.2021.09.029] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2020] [Revised: 06/30/2021] [Accepted: 09/15/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Pharmacy graduates should be equipped for one inevitable aspect of health care, mortality, yet only 10% of United States pharmacy curricula courses cover end-of-life (EoL) with limited evidence of effectiveness. This study's objective was to evaluate the impact of an EoL elective on student pharmacists' empathy and attitudes toward mortality and caring for terminally ill persons. METHODS First- through third-year student pharmacists enrolled in an EoL elective. Students completed pre- and post-course surveys on self-perceptions of empathy and mortality. Surveys included the following: Kiersma-Chen Empathy Scale (KCES), which assesses empathy of pharmacy and nursing students; revised Collett-Lester Fear of Death and Dying Scale (CL-FODS), which measures fear related to death; and Frommelt Attitudes Toward Care of the Dying Scale Form B (FATCOD-B), which measures health care professionals' attitudes toward EoL care. Anonymous identifiers were used to link pre- and post-course surveys and were collected with an online survey software. Data were analyzed using two-sided paired t-tests. RESULTS Twenty-seven student pharmacists completed the elective. The change in overall mean scores for KCES, CL-FODS, and FATCOD-B correlated with increased empathy, reduced fear of death, and increased positive attitudes toward caring for terminal patients (KCES pre-course = 86.15 vs. post-course = 90.37; CL-FODS pre-course = 93.70 vs. post-course = 75.15; FATCOD-B pre-course = 115.89 vs. post-course = 124.04). CONCLUSIONS After the EoL elective, student empathy and attitudes toward mortality and caring for terminally ill persons improved. Implementing EoL concepts in pharmacy curricula should be explored to better prepare graduates in patient care.
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Affiliation(s)
- Emily J Clemens
- Clinical Pharmacy Specialist, Franciscan Alliance ACO, 700 E Southport Rd., Indianapolis, IN 46227-8553, United States.
| | - Jason B Reed
- Assistant Professor of Library Science, Purdue University Libraries and School of Information Studies, 340 Centennial Mall Drive, West Lafayette, IN 47907-2124, United States.
| | - Emma S Baker
- Purdue College of Pharmacy Third-Year PharmD Student, Purdue University College of Pharmacy, 575 Stadium Mall Drive, West Lafayette, IN 47907-2091, United States.
| | - Chelsea M Baker
- Associate Director of Professional Program Laboratories, Purdue University College of Pharmacy, 575 Stadium Mall Drive, West Lafayette, IN 47907-209, United States.
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