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de Graaff E, Bennett C, Dart J. Empathy in Nutrition and Dietetics: A Scoping Review. J Acad Nutr Diet 2024; 124:1181-1205. [PMID: 38677364 DOI: 10.1016/j.jand.2024.04.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2023] [Revised: 04/12/2024] [Accepted: 04/22/2024] [Indexed: 04/29/2024]
Abstract
BACKGROUND Empathy is fundamental to the provision of efficacious patient-centered health care. Currently, there is no comprehensive synthesis of peer-reviewed empirical research related to empathy in the nutrition and dietetics profession. Understanding empathy in the context of nutrition and dietetics care may lead to improved teaching practices that support nutrition and dietetics students and practitioners to provide high-quality, empathic, patient-centered care. OBJECTIVE This scoping review aimed to understand the approaches through which empathy is conceptualized, measured, and taught in the field of nutrition and dietetics. METHODS Using the Preferred Reporting Items for Systematic reviews and Meta-Analyses-Scoping Reviews Statement and Checklist, a scoping review process was undertaken. Five databases were searched in February 2023: Cumulative Index to Nursing and Allied Health, Embase, Medline, PsycInfo, and Scopus, with no date limits. Eligible studies were English language-based, peer-reviewed, empirical research exploring or measuring empathy as an outcome in primary data stratified to nutrition and dietetics. Extracted qualitative data were synthesized and analyzed thematically with an inductive, interpretivist approach applied to conceptualize the interrelationship between empathy and dietetic practice. Quantitative data were extracted and summarized in a table. RESULTS Twenty-six studies were included in the scoping review. Analysis identified 2 overarching themes underpinning the current literature on empathy in nutrition and dietetics that described empathy as a key skill in the application of patient-centered care, which was supported by approaches to lifelong cultivation of empathy in the nutrition and dietetics profession. A range of tools has measured empathy in nutrition and dietetics students and practitioners with no clear consensus in findings across studies. CONCLUSIONS This review identified the extent and nature of empathy within nutrition and dietetics, from both practitioner and patient perspectives, and the vast array of approaches used to teach and quantify empathy in students and practitioners. Insights from this review inform the need for future studies. The results of this review suggest that future research include exploring implications of empathic dietetics care on patient outcomes and identification of best practice, evidence-based curricula and strategies to support sustainable cultivation and maintenance of empathic care across the career span of nutrition and dietetics practitioners.
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Affiliation(s)
- Emma de Graaff
- Department of Nutrition, Dietetics, and Food, School of Clinical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Christie Bennett
- Department of Nutrition, Dietetics, and Food, School of Clinical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia.
| | - Janeane Dart
- Department of Nutrition, Dietetics, and Food, School of Clinical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
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Hernández-Xumet JE, García-Hernández AM, Fernández-González JP, Marrero-González CM. Exploring levels of empathy and assertiveness in final year physiotherapy students during clinical placements. Sci Rep 2024; 14:13349. [PMID: 38858441 PMCID: PMC11164891 DOI: 10.1038/s41598-024-64148-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Accepted: 06/05/2024] [Indexed: 06/12/2024] Open
Abstract
Empathy and assertiveness are two essential soft skills for any healthcare professional's competence and ethical development. It has been shown that empathy can be influenced throughout the training of a future healthcare professional, particularly during the clinical placement period. This research aims to assess fourth-year physiotherapy students' empathic and assertive development before and after clinical placement. A longitudinal observational study was conducted with fourth-year physiotherapy students during the academic year 2022/2023. A preliminary assessment of empathy and assertiveness levels was carried out before the start of the clinical placement and at the end of the placement using the Individual Reactivity Index to assess empathy and the Rathus Test to assess assertiveness. The results show a statistically significant difference (p ≤ 0.05) in both the empathy subscales of perspective-taking and empathic-concern between the pre- and postassessment, as well as an inverse correlation between the empathy subscale of personal distress and assertiveness. It is concluded that students show adequate results in empathy and assertiveness. However, there is some influence of clinical practice on the development of empathy, and future intervention studies need to be considered. Furthermore, students with higher levels of assertiveness have lower levels of personal distress, suggesting that assertiveness is closely related to empathy.
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Affiliation(s)
- Juan-Elicio Hernández-Xumet
- Movement and Health Research Group, Departamento de Medicina Física y Farmacología, Facultad de Ciencias de La Salud, Universidad de La Laguna (ULL), La Laguna, Spain.
- Hospital Universitario Nuestra Señora de Candelaria, Servicio Canario de La Salud, Santa Cruz de Tenerife, Spain.
| | | | - Jerónimo-Pedro Fernández-González
- Movement and Health Research Group, Departamento de Medicina Física y Farmacología, Facultad de Ciencias de La Salud, Universidad de La Laguna (ULL), La Laguna, Spain
- Gerencia de Atención Primaria de Tenerife, Servicio Canario de La Salud, Santa Cruz de Tenerife, Spain
| | - Cristo-Manuel Marrero-González
- Movement and Health Research Group, Departamento de Medicina Física y Farmacología, Facultad de Ciencias de La Salud, Universidad de La Laguna (ULL), La Laguna, Spain
- Departamento de Enfermería, Facultad de Ciencias de La Salud, Universidad de La Laguna (ULL), La Laguna, Spain
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Otsuka T, Sakaguchi K, Houchens N, Nakano Y, Endo T, Odagawa S, Yamasaki D, Miwa M, Shiraishi Y, Tokuda Y, Kataoka H, Watari T. Empathy Among Physicians and Nurses in Japan: A Nationwide Cross-sectional Study. J Gen Intern Med 2024; 39:960-968. [PMID: 38277022 DOI: 10.1007/s11606-024-08620-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/26/2023] [Accepted: 01/09/2024] [Indexed: 01/27/2024]
Abstract
BACKGROUND Empathy with patients improves clinical outcomes. Although previous studies have shown no significant differences in empathy levels between physicians and nurses, investigations have not considered differences in cultural backgrounds and related factors of healthcare providers at the individual level. OBJECTIVE This study compares empathy between physicians and nurses in Japan and identifies relevant factors that contribute to these differences. DESIGN A cross-sectional survey design was used in the study. The online survey was conducted using the Nikkei Medical Online website. PARTICIPANTS A total of 5441 physicians and 965 nurses in Japan who were registered as members of Nikkei Medical Online were included. MAIN MEASURES Empathy was measured by the Jefferson Scale of Empathy (JSE). KEY RESULTS Cronbach's α was 0.89. The mean JSE score for Japanese physicians was significantly lower at 100.05 (SD = 15.75) than the mean score of 110.63 (SD = 12.25) for nurses (p<0.001). In related factors, higher age (increasing by one year) (+0.29; 95% CI 0.25 to 0.32; p<0.001), self-identified female gender (+5.45; 95% CI 4.40 to 6.49; p<0.001), having children (+1.20; 95% CI 0.30 to 2.10; p=0.009), and working at a hospital with 20-99 beds (+1.73; 95% CI 0.03 to 3.43; p=0.046) were significantly associated with higher scores, whereas those whose mother is a physician (-6.65; 95% CI -8.82 to -4.47; p<0.001) and father is a nurse (-9.53; 95% CI -16.54 to -2.52; p=0.008) or co-medical professional (-3.85; 95% CI -5.49 to -2.21; p<0.001) were significantly associated with lower scores. CONCLUSIONS Physicians had significantly lower scores on the JSE than nurses in Japan. Higher age, self-identified female gender, having children, working at a small hospital, having a mother who is a physician, and having a father who is a nurse or co-medical professional were factors associated with the level of empathy.
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Affiliation(s)
- Tomoe Otsuka
- Faculty of Medicine, Shimane University, Shimane, Japan
| | - Kota Sakaguchi
- General Medicine Center, Shimane University Hospital, 89-1, Enya-cho, Izumoshi, Shimane, 693-8501, Japan
| | - Nathan Houchens
- Medicine Service, VA Ann Arbor Healthcare System, Ann Arbor, MI, USA
- Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | | | - Takeshi Endo
- General Medicine Center, Shimane University Hospital, 89-1, Enya-cho, Izumoshi, Shimane, 693-8501, Japan
| | - Seiji Odagawa
- General Medicine Center, Shimane University Hospital, 89-1, Enya-cho, Izumoshi, Shimane, 693-8501, Japan
| | | | - Mamoru Miwa
- Nikkei BP Nikkei Medical Editorial Department, Tokyo, Japan
| | - Yoshihiko Shiraishi
- General Medicine Center, Shimane University Hospital, 89-1, Enya-cho, Izumoshi, Shimane, 693-8501, Japan
| | - Yasuharu Tokuda
- Muribushi Okinawa Project for Teaching Hospitals, Okinawa, Japan
| | - Hitomi Kataoka
- Diversity and Inclusion Center, Okayama University, Okayama, Japan
| | - Takashi Watari
- General Medicine Center, Shimane University Hospital, 89-1, Enya-cho, Izumoshi, Shimane, 693-8501, Japan.
- Medicine Service, VA Ann Arbor Healthcare System, Ann Arbor, MI, USA.
- Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, MI, USA.
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Zhang M, Lu X. Application of empathy theory in the study of the effectiveness and timeliness of information dissemination in regional public health events. Front Public Health 2024; 12:1388552. [PMID: 38751587 PMCID: PMC11095106 DOI: 10.3389/fpubh.2024.1388552] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2024] [Accepted: 04/15/2024] [Indexed: 05/18/2024] Open
Abstract
Introduction This study examines the role of empathy theory in enhancing the effectiveness and timeliness of information dissemination during regional public health events, with a focus on the SARS and COVID-19 pandemics as case studies. Utilizing an anthropological interview method, the research delves into the public's transformation from passive recipients to active participants in information dissemination, emphasizing the impact of empathy. Objective The study aims to evaluate the application of empathy theory in the context of public health emergencies and to determine its influence on the quality of information dissemination and public engagement. Methods The research involved two distinct surveys, each collecting 50 questionnaires from participants in different regions, to capture a diverse range of perspectives. The surveys assessed participants' views on information dissemination, their levels of empathy, and their behaviors in receiving and sharing health-related information. Results The findings indicate that empathy plays a crucial role in facilitating the active involvement of the public in information dissemination. There is a notable difference in the public's emotional response and information sharing behaviors between regions with direct experience of the health events and those less affected. Conclusion The study concludes that empathy theory, when applied to information dissemination during public health emergencies, can significantly improve the public's engagement and the overall effectiveness of communication strategies. The results underscore the need for empathetic communication to foster a sense of solidarity and collective action in response to public health crises.
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Affiliation(s)
- Min Zhang
- Institute of Education, Nanjing University, Nanjing, Jiangsu, China
| | - Xiaobing Lu
- Department of Applied Foreign Language Studies, Nanjing University, Nanjing, Jiangsu, China
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Fujikawa H, Aoki T, Son D, Hayashi M, Eto M. Association between tolerance for ambiguity specific to the clinical context and empathy in medical trainees: A multicenter cross-sectional study in Japan. MEDICAL TEACHER 2024; 46:512-518. [PMID: 37734453 DOI: 10.1080/0142159x.2023.2259065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/23/2023]
Abstract
PURPOSE Physicians' empathy and ambiguity tolerance have recently become a focus of medical education. However, the association between the two concepts remains unclear. This study examined the association between empathy and ambiguity tolerance in the clinical context among medical trainees. METHODS We conducted a multicenter cross-sectional study in 12 institutions: 2 universities for medical students and 10 hospitals for residents. We assessed ambiguity tolerance using the Japanese version of the Tolerance of Ambiguity in Medical Students and Doctors scale. The outcome variable was empathy, measured using the Japanese translation of the Jefferson Scales of Empathy (JSE). RESULTS Data from 100 medical students and 135 residents were analyzed. After adjustment for possible confounders, the factor scores of 'tolerance for things that are not black or white in medicine' showed a dose-dependent association with the JSE. There was no clear trend in the association between the total scores or other factor scores and empathy. CONCLUSION This nationwide multicenter study showed that the factor scores of 'tolerance for things that are not black or white in medicine' were associated with empathy among medical trainees. Our findings may be helpful for developing interventions in the field of medical education to nurture empathy.
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Affiliation(s)
- Hirohisa Fujikawa
- Center for General Medicine Education, School of Medicine, Keio University, Tokyo, Japan
- Department of Medical Education Studies, International Research Center for Medical Education, Graduate School of Medicine, The University of Tokyo, Tokyo, Japan
| | - Takuya Aoki
- Division of Clinical Epidemiology, The Jikei University School of Medicine, Tokyo, Japan
- Section of Clinical Epidemiology, Department of Community Medicine, Graduate School of Medicine, Kyoto University, Kyoto, Japan
| | - Daisuke Son
- Department of Medical Education Studies, International Research Center for Medical Education, Graduate School of Medicine, The University of Tokyo, Tokyo, Japan
- Department of Community-based Family Medicine, Faculty of Medicine, Tottori University, Tottori, Japan
| | - Mikio Hayashi
- Department of Medical Education Studies, International Research Center for Medical Education, Graduate School of Medicine, The University of Tokyo, Tokyo, Japan
- Center for Health Professions Education, Kansai Medical University, Osaka, Japan
- Master of Medical Sciences in Medical Education, Harvard Medical School, Boston, MA, USA
| | - Masato Eto
- Department of Medical Education Studies, International Research Center for Medical Education, Graduate School of Medicine, The University of Tokyo, Tokyo, Japan
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Han Z, Barton KC, Ho LC, Yap KZ, Tan DSY, Lee SS, Neo CXR, Tan AHL, Boey BMY, Soon CJY, Gallagher PJ. Applying narrative medicine to prepare empathetic healthcare providers in undergraduate pharmacy education in Singapore: a mixed methods study. BMC MEDICAL EDUCATION 2024; 24:292. [PMID: 38491363 PMCID: PMC10943898 DOI: 10.1186/s12909-024-05254-z] [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: 12/03/2023] [Accepted: 03/04/2024] [Indexed: 03/18/2024]
Abstract
BACKGROUND Narrative medicine demonstrated positive impact on empathy in medicine and nursing students. However, this pedagogical approach had not been evaluated in pharmacy education. This study sought to apply and evaluate the narrative medicine approach in extending empathy in Asian undergraduate pharmacy students. METHODS Narrative medicine was applied through workshops which used narratives of people with different experiences and perspectives. First-year undergraduate pharmacy students who volunteered and attended these workshops formed the intervention group (N = 31) and the remaining first-year cohort formed the control group (N = 112). A sequential explanatory mixed methods approach was adopted in which quantitative methods were first used to measure impact on pharmacy students' empathy using the Jefferson Scale of Empathy- Health Professions Student (JSE-HPS), and qualitative methods (i.e. group interviews) were then used to assess pharmacy students' emotional responses to narratives, and the perspectives of pharmacy students and faculty of this pedagogical approach. RESULTS There was no difference in JSE-HPS scores between intervention and control groups across baseline (i.e. upon matriculation), pre-intervention, and post-intervention timepoints. Pharmacy students in the intervention group had lower scores in Factor 3 ("Standing in People's Shoes") following the intervention. Five themes, guided by internal and external factors in cognition, emerged from the Group Interviews: (1) incongruence between students' motivation and faculty's perception, (2) learning context, (3) academic context, (4) cognitive system, and (5) affective system. Themes 1, 4 and 5 referred to internal factors such as students' motivation, perceived learnings, and feelings. Themes 2 and 3 referred to external factors including workshop materials, activities, content, and facilitation. CONCLUSION This study is the first to demonstrate that pharmacy students engaged with the narrative medicine approach as narratives elicited emotional responses, exposed them to diverse perspectives, and deepened their appreciation of the importance of empathy and complexities of understanding patients' perspectives. Scaffolded educational interventions using narratives and real-life patient encounters, alongside longitudinal measurements of empathy, are necessary to bring about meaningful and sustained improvements in empathy.
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Affiliation(s)
- Zhe Han
- Department of Pharmacy and Pharmaceutical Sciences, Faculty of Science, National University of Singapore, Block S4A, Level 3, 18 Science Drive 4, 117543, Singapore, Singapore.
| | - Keith C Barton
- Department of Curriculum and Instruction, School of Education, Indiana University, 201 N. Rose Avenue, 47405, Bloomington, IN, USA
| | - Li-Ching Ho
- Department of Curriculum and Instruction, School of Education, University of Wisconsin- Madison, 225 N. Mills Street, 53706, Madison, WI, USA
| | - Kai Zhen Yap
- Department of Pharmacy and Pharmaceutical Sciences, Faculty of Science, National University of Singapore, Block S4A, Level 3, 18 Science Drive 4, 117543, Singapore, Singapore
| | - Doreen Su-Yin Tan
- Department of Pharmacy and Pharmaceutical Sciences, Faculty of Science, National University of Singapore, Block S4A, Level 3, 18 Science Drive 4, 117543, Singapore, Singapore
| | - Shuh Shing Lee
- Center for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, 10 Medical Drive, 117597, Singapore, Singapore
| | - Constance Xue Rui Neo
- Department of Pharmacy, Khoo Teck Puat Hospital, 90 Yishun Central, 768828, Singapore, Singapore
| | - Amanda Han Lin Tan
- Department of Pharmacy and Pharmaceutical Sciences, Faculty of Science, National University of Singapore, Block S4A, Level 3, 18 Science Drive 4, 117543, Singapore, Singapore
| | - Brian Ming Yao Boey
- Department of Pharmacy and Pharmaceutical Sciences, Faculty of Science, National University of Singapore, Block S4A, Level 3, 18 Science Drive 4, 117543, Singapore, Singapore
| | - Charis Jia Yan Soon
- Department of Pharmacy and Pharmaceutical Sciences, Faculty of Science, National University of Singapore, Block S4A, Level 3, 18 Science Drive 4, 117543, Singapore, Singapore
| | - Paul J Gallagher
- Department of Pharmacy and Pharmaceutical Sciences, Faculty of Science, National University of Singapore, Block S4A, Level 3, 18 Science Drive 4, 117543, Singapore, Singapore
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McCormack Z, Kerr A, Simpson A, Keating D, Strawbridge J. What works for whom, how and why in mental health education for undergraduate health profession students? A realist synthesis protocol. BMJ Open 2024; 14:e078130. [PMID: 38471690 PMCID: PMC10936517 DOI: 10.1136/bmjopen-2023-078130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Accepted: 02/14/2024] [Indexed: 03/14/2024] Open
Abstract
INTRODUCTION It has been shown that mental health education can support positive attitudes of health profession students towards people with mental health challenges, which supports them to provide optimal healthcare to this group. There are many different approaches to designing and delivering mental health education to health profession students. Each has their own advantages and disadvantages, and often mental health education programmes incorporate a multimodal approach in order to reap the benefits of a variety of teaching and learning approaches. The aim of this study is to understand the current landscape of teaching and learning approaches to mental health education for undergraduate health profession students. We will examine the features of successful outcomes for health profession students for:Learning environment.Knowledge development and retention.Confidence. MOTIVATION Preparedness for professional practice. METHODS For this, a realist synthesis has been chosen in order to review the literature. Realist synthesis lends itself to the review of complex interventions such as mental health education for undergraduate health profession curricula because it seeks to uncover the range of different mechanisms and context configurations that produce different outcomes. Health profession education and education practice, in general, is complex. A patient and public involvement (PPI) group is involved throughout this study and includes undergraduate health profession students, and members of the St John of Gods Hospital Consumers and Carers Council who are involved at every stage of the research. This study will engage with a stakeholder group who will support the refining of the programme theory. ETHICS AND DISSEMINATION Ethical approval has been sought and approved by Royal College of Surgeons, Ireland Ethical Committee (REC number: 212622783). We will aim to write up and publish the full synthesis as a journal article. We will also discuss ways of dissemination outside of academia with our PPI group.
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Affiliation(s)
- Zoe McCormack
- School of Pharmacy and Biomolecular Sciences, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Aisling Kerr
- School of Pharmacy Practice, Robert Gordon University, Aberdeen, UK
| | - Andrew Simpson
- Library Services, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Dolores Keating
- School of Pharmacy and Biomolecular Sciences, Royal College of Surgeons in Ireland, Dublin, Ireland
- Pharmacy Department, Saint John of God Hospitaller Services, Dublin, Ireland
| | - Judith Strawbridge
- School of Pharmacy and Biomolecular Sciences, Royal College of Surgeons in Ireland, Dublin, Ireland
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Kanagasabai P, Ormandy J, Filoche S, Henry C, Te Whaiti S, Willink R, Gladman T, Grainger R. Can storytelling of women's lived experience enhance empathy in medical students? A pilot intervention study. MEDICAL TEACHER 2024; 46:219-224. [PMID: 37542361 DOI: 10.1080/0142159x.2023.2243023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/06/2023]
Abstract
PURPOSE This pilot study aimed to investigate the acceptability and efficacy of a patient storytelling intervention (live and recorded) on empathy levels of medical students. MATERIALS AND METHODS Medical students participated in a storytelling intervention that had three components: listening to live or recorded stories from women with abnormal uterine bleeding, reflective writing, and a debriefing session. Empathy scores of students pre- and post-intervention were measured using the Jefferson Scale of Empathy-student version (JSE-S). Students also completed a feedback survey. Descriptive and inferential statistics were used to analyse quantitative data and content analysis was used for text comments. RESULTS Both live and recorded storytelling interventions had positive effects on student's empathy scores post intervention. Overall, students were satisfied with the intervention and reported that it improved their understanding of life experiences of women. Suggestions were made for an in-person storytelling session and interactive discussion after listening to each story. CONCLUSION A storytelling intervention has the potential to improve medical students' empathy and understanding of lived experience of women with health conditions. This could be valuable when student-patient interactions are limited in healthcare settings, or to enable stories of small numbers of patient volunteers to reach students.
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Affiliation(s)
| | - Judy Ormandy
- University of Otago, Wellington, New Zealand
- Te Whatu Ora Health New Zealand Capital, Coast and Hutt Valley, Wellington, New Zealand
| | | | | | - Sarah Te Whaiti
- University of Otago, Wellington, New Zealand
- Te Whatu Ora Health New Zealand Capital, Coast and Hutt Valley, Wellington, New Zealand
| | - Robin Willink
- Biostatistics group, University of Otago, Wellington, New Zealand
| | - Tehmina Gladman
- Education unit, University of Otago, Wellington, New Zealand
| | - Rebecca Grainger
- Te Whatu Ora Health New Zealand Capital, Coast and Hutt Valley, Wellington, New Zealand
- Department of Medicine, University of Otago, Wellington, New Zealand
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Vieten C, Rubanovich CK, Khatib L, Sprengel M, Tanega C, Polizzi C, Vahidi P, Malaktaris A, Chu G, Lang AJ, Tai-Seale M, Eyler L, Bloss C. Measures of empathy and compassion: A scoping review. PLoS One 2024; 19:e0297099. [PMID: 38241358 PMCID: PMC10798632 DOI: 10.1371/journal.pone.0297099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Accepted: 12/21/2023] [Indexed: 01/21/2024] Open
Abstract
Evidence to date indicates that compassion and empathy are health-enhancing qualities. Research points to interventions and practices involving compassion and empathy being beneficial, as well as being salient outcomes of contemplative practices such as mindfulness. Advancing the science of compassion and empathy requires that we select measures best suited to evaluating effectiveness of training and answering research questions. The objective of this scoping review was to 1) determine what instruments are currently available for measuring empathy and compassion, 2) assess how and to what extent they have been validated, and 3) provide an online tool to assist researchers and program evaluators in selecting appropriate measures for their settings and populations. A scoping review and broad evidence map were employed to systematically search and present an overview of the large and diverse body of literature pertaining to measuring compassion and empathy. A search string yielded 19,446 articles, and screening resulted in 559 measure development or validation articles reporting on 503 measures focusing on or containing subscales designed to measure empathy and/or compassion. For each measure, we identified the type of measure, construct being measured, in what context or population it was validated, response set, sample items, and how many different types of psychometrics had been assessed for that measure. We provide tables summarizing these data, as well as an open-source online interactive data visualization allowing viewers to search for measures of empathy and compassion, review their basic qualities, and access original citations containing more detail. Finally, we provide a rubric to help readers determine which measure(s) might best fit their context.
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Affiliation(s)
- Cassandra Vieten
- Centers for Integrative Health, Department of Family Medicine, University of California, San Diego, San Diego, California, United States of America
- Clarke Center for Human Imagination, School of Physical Sciences, University of California, San Diego, San Diego, California, United States of America
| | - Caryn Kseniya Rubanovich
- Department of Psychiatry, University of California, San Diego, San Diego, California, United States of America
- San Diego State University/University of California San Diego Joint Doctoral Program in Clinical Psychology, San Diego, San Diego, California, United States of America
- T. Denny Sanford Institute for Empathy and Compassion, University of California, San Diego, San Diego, California, United States of America
- T. Denny Sanford Center for Empathy and Technology, University of California, San Diego, San Diego, California, United States of America
| | - Lora Khatib
- Department of Psychiatry, University of California, San Diego, San Diego, California, United States of America
| | - Meredith Sprengel
- Human Factors, Netherlands Organisation for Applied Scientific Research (TNO), Soesterberg, The Netherlands
| | - Chloé Tanega
- Clarke Center for Human Imagination, School of Physical Sciences, University of California, San Diego, San Diego, California, United States of America
| | - Craig Polizzi
- U.S. Department of Veteran Affairs, VA Boston Healthcare System, Boston, Massachusetts, United States of America
- Department of Psychiatry, Boston University Chobanian & Avedisian School of Medicine, Boston, Massachusetts, United States of America
| | - Pantea Vahidi
- Compassion Clinic, San Diego, California, United States of America
| | - Anne Malaktaris
- Department of Psychiatry, University of California, San Diego, San Diego, California, United States of America
- VA San Diego Center of Excellence for Stress and Mental Health, San Diego, California, United States of America
| | - Gage Chu
- VA San Diego Center of Excellence for Stress and Mental Health, San Diego, California, United States of America
| | - Ariel J. Lang
- Department of Psychiatry, University of California, San Diego, San Diego, California, United States of America
- VA San Diego Center of Excellence for Stress and Mental Health, San Diego, California, United States of America
- Herbert Wertheim School of Public Health and Human Longevity Science, University of California, San Diego, San Diego, California, United States of America
| | - Ming Tai-Seale
- Departments of Family Medicine and Medicine (Bioinformatics), School of Medicine, University of California, San Diego, San Diego, California, United States of America
| | - Lisa Eyler
- Department of Psychiatry, University of California, San Diego, San Diego, California, United States of America
- T. Denny Sanford Institute for Empathy and Compassion, University of California, San Diego, San Diego, California, United States of America
- T. Denny Sanford Center for Empathy and Compassion Training in Medical Education, University of California, San Diego, San Diego, California, United States of America
| | - Cinnamon Bloss
- Department of Psychiatry, University of California, San Diego, San Diego, California, United States of America
- T. Denny Sanford Institute for Empathy and Compassion, University of California, San Diego, San Diego, California, United States of America
- T. Denny Sanford Center for Empathy and Technology, University of California, San Diego, San Diego, California, United States of America
- T. Denny Sanford Center for Empathy and Compassion Training in Medical Education, University of California, San Diego, San Diego, California, United States of America
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Lee GKY, Tada S, Wong ML. A customized table-top aging simulation exercise to augment gerodontology teaching. J Dent Educ 2024. [PMID: 38223982 DOI: 10.1002/jdd.13452] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2023] [Revised: 12/04/2023] [Accepted: 12/15/2023] [Indexed: 01/16/2024]
Abstract
While aging simulation suits have been used in healthcare education to promote empathy for older adults, little has been published on learning outcomes specific to geriatric dental patients. We designed a seminar utilising a customised ageing simulation suit to help dental students empathise with several disabilties their older adult patients may face.
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Affiliation(s)
- Gabriel Keng Yan Lee
- Discipline of Primary Dental Care and Population Oral Health,Faculty of Dentistry, National University of Singapore, Singapore, Singapore
| | - Sayaka Tada
- Discipline of Primary Dental Care and Population Oral Health,Faculty of Dentistry, National University of Singapore, Singapore, Singapore
| | - Mun Loke Wong
- Discipline of Primary Dental Care and Population Oral Health,Faculty of Dentistry, National University of Singapore, Singapore, Singapore
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Dhanani LY, Miller WC, Hall OT, Brook DL, Simon JE, Go V, Franz B. Positive contact and empathy as predictors of primary care providers' willingness to prescribe medications for opioid use disorder. SSM - MENTAL HEALTH 2023; 4:100263. [PMID: 38558957 PMCID: PMC10979326 DOI: 10.1016/j.ssmmh.2023.100263] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024] Open
Abstract
Introduction Patients with opioid use disorder (OUD) have a heightened need for quality health care, including access to evidence-based medications to reduce cravings and prevent overdose. However, primary care providers (PCPs) are reluctant to work with patients with OUD and implement medication prescribing into primary care practice. Previous studies have sought to identify potential ways to overcome these barriers, but often utilize interventions that facilitate both positive contact with as well as empathy for patients with OUD. In this study, we jointly assess positive contact and empathy to determine their unique impact on treatment attitudes and behaviors among PCPs, after controlling for other known predictors. Methods We surveyed 409 PCPs currently practicing in Ohio in 2022. Our primary dependent variables were willingness to work with patients with OUD, receipt of an X-waiver to prescribe buprenorphine, and interest in receiving an X-waiver. Our primary independent variables were positive contact and empathy toward patients with OUD. We computed bivariate correlations and multivariable linear regression (for continuous dependent variables) and logistic regression (for binary dependent variables) to understand the relationship between positive contact, empathy, and our outcome variables while accounting for other known predictors and relevant participant demographics. Results Positive contact was positively correlated with willingness to work with patients with OUD, receipt of the X-waiver, an interest in receiving the X-waiver, more frequent checking with patients about the need for naloxone, and higher odds of naloxone prescribing. These relationships held after accounting for PCP demographics, explicit bias toward patients with OUD, and overall levels of contact with patients with OUD. Empathy, conversely, was not a significant predictor of any treatment outcomes in the fully adjusted models. Conclusion Interventions and medical education programs aimed at improving treatment outcomes for patients with OUD should facilitate positive contact between PCPs and patients with OUD.
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Affiliation(s)
- Lindsay Y. Dhanani
- Rutgers University School of Management and Labor Relations, Piscataway, NJ, USA
| | | | - O. Trent Hall
- Ohio State University Wexner Medical Center, Department of Psychiatry and Behavioral Health, Columbus, OH, USA
| | - Daniel L. Brook
- Ohio State University College of Public Health, Columbus, OH, USA
| | - Janet E. Simon
- Ohio University College of Health Sciences and Professions, Athens, OH, USA
| | - Vivian Go
- University of North Carolina Gillings School of Global Public Health, Chapel Hill, NC, USA
| | - Berkeley Franz
- Ohio University Heritage College of Osteopathic Medicine, Appalachian Institute to Advance Health Equity Science, Athens, OH, USA
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Hernández‐Xumet J, García‐Hernández A, Fernández‐González J, Marrero‐González C. Beyond scientific and technical training: Assessing the relevance of empathy and assertiveness in future physiotherapists: A cross-sectional study. Health Sci Rep 2023; 6:e1600. [PMID: 37799443 PMCID: PMC10547931 DOI: 10.1002/hsr2.1600] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Revised: 08/29/2023] [Accepted: 09/15/2023] [Indexed: 10/07/2023] Open
Abstract
Background and Aims Empathy and assertiveness are two essential social skills for a health professional such as a physiotherapist and are necessary for developing moral thinking. Previous studies show that the development of empathy and other social skills improves as students progress in their studies. However, other authors show deterioration of empathy as students progress in their studies and acquire clinical experience. Training in soft skills, such as assertiveness, among health science students will have an impact on the quality of patient care. Effective communication, conflict resolution and the ability to work as part of a team are competencies that have been put to one side as a result of the recent COVID-19 pandemic and it is important to resume training students in soft skills. The objective of this study is to investigate to determine the empathic and assertive state of physiotherapy university students. Methods A descriptive cross-sectional study of physiotherapy university students was conducted in the 2022/2023 academic year. The Interpersonal Reactivity Index (IRI) scales for empathy and the Rathus test for assertiveness (RAS) were used as study tools. Finally, 127 students participated in the study, 52.91% of the total population of physiotherapy students. The questionnaire was available for 4 weeks in November and December 2022. Results The empathetic and assertive development of the students was found to be acceptable. Significant differences were also observed according to the gender variable in the students, with female students presenting better results (p = 0.01). Students who are working or have clinical experience in other professions score lower on the empathy personal distress subscale (p < 0.001). Conclusion Future research should be considered to help improve clinical and professional expertise in physiotherapy students about empathic and assertive development. The findings provide new evidence on the levels of empathy and assertiveness in physiotherapy students.
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Affiliation(s)
- Juan‐Elicio Hernández‐Xumet
- Movement and Health Research Group, Departamento de Medicina Física y Farmacología, Facultad de Ciencias de la SaludUniversidad de La Laguna (ULL)La LagunaSpain
| | | | - Jerónimo‐Pedro Fernández‐González
- Movement and Health Research Group, Departamento de Medicina Física y Farmacología, Facultad de Ciencias de la SaludUniversidad de La Laguna (ULL)La LagunaSpain
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Samarasekera DD, Findyartini A, Soemantri D. Nurturing professional behaviours and ethical practice: From students to professionals. ANNALS OF THE ACADEMY OF MEDICINE, SINGAPORE 2023; 52:444-445. [PMID: 38920189 DOI: 10.47102/annals-acadmedsg.2023294] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/27/2024]
Abstract
Medical professionalism refers to the set of values, behaviours, and ethical principles that guide the conduct of medical professionals in their interactions with patients, peers and the broader healthcare system. From a training perspective, it is easier to focus on striving to achieve excellence in medical practice and meeting “industry” accepted standards than to remediate unprofessional behaviours of practitioners.1 Medical professionalism encompasses a commitment to providing high-quality patient care, maintaining ethical standards, and upholding the trust and respect of patients and the community. This is essential for ensuring patient safety, promoting effective healthcare delivery, and preserving the integrity of the medical profession. Systematic reviews published on unprofessional behaviours of medical students, such as failure to engage, dishonest and disrespectful behaviours, and lack of self-awareness have shown to have a negative impact on peers, teachers and patients leading to poor teamwork and provision of quality care.2
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Affiliation(s)
- Dujeepa D Samarasekera
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Ardi Findyartini
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
- Medical Education Center, Indonesian Medical Education and Research Institute, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| | - Diantha Soemantri
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
- Medical Education Center, Indonesian Medical Education and Research Institute, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
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14
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Øvretveit J. Equity, empathy, and diagnostic competence: Can medical education meet all expectations? MEDICAL EDUCATION 2023; 57:14-17. [PMID: 36286337 DOI: 10.1111/medu.14961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 10/10/2022] [Accepted: 10/17/2022] [Indexed: 06/16/2023]
Affiliation(s)
- John Øvretveit
- Health Improvement, Implementation and Evaluation, Medical Management Centre, The Karolinska Institutet, Stockholm, Sweden
- Research and Development, Region Stockholm Healthcare, Stockholm, Sweden
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Grant J, McKinley D, Rashid MA, Boulet J, Grant L. Quality improvement: An argument for difference. MEDICAL EDUCATION 2023; 57:4-6. [PMID: 36274413 DOI: 10.1111/medu.14958] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Accepted: 10/18/2022] [Indexed: 06/16/2023]
Affiliation(s)
| | - Danette McKinley
- Assessment and Research, National Conference of Bar Examiners, New Hope, Pennsylvania, USA
| | | | - Jack Boulet
- School of Medicine, Uniformed Services University, Bethesda, Maryland, USA
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