Abstract
ABSTRACT This study investigated the impact of empathy training on medical students using a project-based learning approach on the development of their empathic abilities. Study participants were Year 2 students in the six-year medical program, to whom a one credit-hour course on empathic communication was offered over a semester. In this course, students worked on collaborative team projects in which they were asked to interview a person and to report the empathy that they shared with the interviewee. Development in student empathy was measured using the Interpersonal Reactivity Index inventory in a pre- and post-test format over the semester and their reflective reports were qualitatively analyzed to identify emerging themes on the lessons they learned from the project experience. A total of 45 students completed the questionnaires (a 97.8% response rate). Students’ overall empathy scores did not change over time (t = 1.943, p = .06). Still, students with lower empathy in the pre-test improved significantly in their empathy scores (t = 3.44, p < .01). Students reported that the empathy project was beneficial in improving their understanding of empathy and enhancing their empathic communication skills. This study shows the project-based learning approach was effective in developing medical student empathy especially for those with lower empathy.
Highlights
Empathy is ‘a personality trait that enables one to identify with another’s situation, thoughts, or condition by placing oneself in their situation [1].’ Empathy is a key competence for the future workforce, so it has been emphasized in the curriculum in higher education
This study investigated the impact of empathy training on medical students using a project-based learning approach on the development of their empathic abilities
This study shows the project-based learning approach was effective in developing medical student empathy especially for those with lower empathy
Summary
Empathy is ‘a personality trait that enables one to identify with another’s situation, thoughts, or condition by placing oneself in their situation [1].’ Empathy is a key competence for the future workforce, so it has been emphasized in the curriculum in higher education. Empathy is a key competence for the future workforce, so it has been emphasized in the curriculum in higher education. Empathy has an important place in basic medical education from student selection to curriculum development. Research has shown that there are individual differences in empathy in medical students [3] and it tends to decline over time [4,5]. Despite the growing interest in empathy in medical education, the literature is lacking in how to teach it, especially for medical students in very early years. Several studies have shown the effectiveness of various educational interventions in developing medical student empathy [6]. Past studies of educational interventions for promoting empathy for medical students have focused on students in clinical years, and research is lacking on medical students in very early years
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