Compassion Education Research Articles

Rational Exploration of Compassion Education

Rational Exploration of Compassion Education

Cultivating compassion in medicine: a toolkit for medical students to improve self-kindness and enhance clinical care

BackgroundCompassionate care lies at the foundation of good patient care and is a quality that patients and providers continue to value in the fast-paced setting of contemporary medicine. Compassion is often discussed superficially in medical school curricula, but the practical aspect of learning this skill is often not taught using a formal framework. In the present work, the authors present an 8-session curriculum with a mindfulness-based approach to compassion that addresses this need. It is hypothesized that students in this curriculum will improve in their levels of compassion based on validated scales.MethodsThe curriculum was delivered to fourth-year medical students at Renaissance School of Medicine at Stony Brook University who had just completed their clerkship year. It was developed as a customizable set of modules that could be delivered in various ways. The students were taught with evidence-based cognitive exercises followed by group discussions and written reflections based on compassion-focused thematic questions. All students completed a pre- and post-Self-Compassion Scale, Compassion Scale, and Toronto Mindfulness Scale. Students in this course were compared with students in different courses about non-clinical topics delivered at the same time. Wilcoxon Signed Rank tests and Mann Whitney U tests were used to assess potential associations between pre- and post-survey responses for the validated scales and subscales.Results17 fourth-year medical students completed pre- and post-course tests, 11 participated in the compassion curriculum while 6 participated from the other courses. Before any of the courses began, all students performed similarly on the pre-test across all scales. The students in the compassion curriculum demonstrated a significant increase in their total Self-Compassion score by 8.7 [95% CI 4.3 to 13.2] points (p = 0.008), total Compassion score by 6.0 [95% CI 1.4 to 10.6] points (p = 0.012), and the curiosity component of the Toronto Mindfulness Scale by 4.4 [95% CI 1.0 to 7.7] points (p = 0.012). There was no statistically significant difference between pre- and post-tests among the non-compassion curriculum students in the aforementioned scales (p = 0.461, p = 0.144, p = 0.785, respectively).ConclusionsOur results indicate that the students in our course developed an enhanced ability to engage in self-compassion, to understand the shared human experience, and to be motivated to act to alleviate suffering. Regardless of a program’s existing compassion education, this customizable model allows for easy integration into a medical student’s crowded curriculum. Furthermore, although teaching compassion early and often in a clinician’s training is desirable, our study that targeted fourth-year medical students suggests an additional benefit of rekindling the loss of compassion well described in a medical student’s clinical years.

Pendekatan “Kasih Sayang" dalam Pembelajaran Bahasa Arab di Pondok Pesantren

This research was motivated by the results of a survey of researchers at the Islamic boarding school Majlis Tafsir Al-Quran Mojogedang, which applies the Kuliiyatul mu'alliminal Islamiyah (KMI) system, which requires students to discipline in official languages combined with the philosophy of the "Compassion" approach in formal and non-formal teaching and learning processes. This study aims to describe the pattern of the "Compassion" approach in Arabic learning in this cottage. Descriptive qualitative research with field research methods is used to achieve this goal. The subjects in this study were lodge leaders, KMI directors, teachers' Language Section (LAC), santri Language Section (CLI). Data is collected through observations, interviews, and documentation after the data is obtained, analyzed, and conclusions are drawn. The conclusion drawn from this study is that the Compassion Approach in language learning has been the foundation since the beginning of the Language learning system, starting from Planning, Organizing, Actuating, controlling, and Evaluating, the formation of a mature language system is the love of the lodge towards the students represented by the entire Language Advisory Board. Language activities such as Ilqa al-Mufrodāt, Muḥādaśah, Muḥādarah, Language Court, and Language Extracurricular Activities have become a means of "affection" for students in MTA Islamic boarding schools where these activities there is a pattern of compassion education patterns that have been arranged in such a way as responsibility, example, and non-violence.

Skillful Means in Interreligious Compassion Education

Skillful Means in Interreligious Compassion Education

Video Spotlight: University Meditation Program, 2007-Present

This video spotlights the diverse learning environments of the University of Redlands' pioneering meditation program in its first 16 years of academic classes and community offerings. As reported in places such as Inside Higher Ed (Redden, 2007, December 18) and books published from the UCLA Higher Education Research Institute (Astin et al., Cultivating the Spirit: How College Can Enhance Students’ Inner Lives, 2011), our contemplative classroom was one of the first of its kind at any college or university when it opened in 2007. We were inspired by the call for more holistic and “interior” learning in the Association of American Colleges and Universities’ document, College Learning for the New Global Century (2007). As described in the book, Meditation and the Classroom (Simmer-Brown & Grace, eds., 2011), the college students in our contemplative classes are exposed to inner practices that deepen their self-knowledge and cultivate disciplined habits of mind. Ultimately, through practices such as tonglen, students' capacity for compassion expands to include others and also the Earth. The Meditation Program has grown to include intergenerational classes, free community offerings such as a weekly virtual meditation, and large-scale public events across a wide spectrum of contemplative practices. Our faculty have published books and articles on the effects of contemplative education, as observed in our program. For example, an interdisciplinary team of professors from fields of religion, psychology, and biology published a study of our Compassion Course in The Journal of American College Health, demonstrating the positive effect of meditation, mindfulness, and compassion education on college students’ well-being (Ko et.al., 2018, March).. Since the Meditation Program began in 2007, we have received many inquiries and on-site visits from faculty and administrators of other institutions, seeking information about the "how" of establishing a place for inner learning. This video gives a helpful visual introduction to our practices.

Relationship of compassion for self and others to sense of well-being of college students

Objective: The mental health issues among college students have increased significantly in recent years. The primary purpose of this study was to explore and describe the relationship between self-compassion, compassion for others, and a sense of well-being among undergraduate college students. Participants: This study surveyed N = 651 college students aged 18–24 years at an urban university in the Northeast. Methods: Students completed an online survey through Survey Monkey that was comprised of questions about their selfcompassion, compassion for others, and overall sense of well-being. Results: The results indicate that self-compassion, compassion for others, and sense of well-being are positively related. Exploratory tests for sex differences showed that females reported having significantly higher compassion for others while males reported having substantially higher self-compassion. Conclusion: The authors discuss the implications of the results and suggest a need for more compassion education programs at institutions of higher education. Suggestions are made for future experimental research that measures the impact of self-compassion and compassion for others, especially after the COVID-19 pandemic that impacted many college students’ education, economy, relationships, and job prospects.

What Is the State of Compassion Education? A Systematic Review of Compassion Training in Health Care.

To investigate the current state and quality of compassion education interventions offered to health care providers during training or practice, determine how the components of each education intervention map onto the domains of an empirically based clinical model of compassion, and identify the most common approaches to compassion education. The MEDLINE, Embase, CINAHL Plus with Full Text, Sociological Abstracts, Web of Science, ERIC, and Education Research Complete databases were searched from inception to March 2020 in this systematic review. Studies that evaluated a compassion education intervention for health care providers or those in training to enhance compassion toward patients and/or families were included. A narrative synthesis of the included studies was performed. The components of each intervention were mapped onto the domains of compassion described in the Patient Compassion Model. One hundred eight peer-reviewed publications describing 103 interventions were included. Modalities ranged from establishing curricula and interventions in clinical settings to programs that used humanities-based reflective practices, clinical simulation, role modeling, and contemplative practices, with many education interventions adopting a multimodal approach. Most interventions mapped to the virtuous response domain of the Patient Compassion Model; very few mapped to the other domains of this model. Most interventions were limited as they focused on a single domain of compassion; did not adequately define compassion; were assessed exclusively by self-report; were devoid of a comparator/control group; and did not evaluate retention, sustainability, and translation to clinical practice over time. The authors suggest that compassion education interventions be grounded in an empirically based definition of compassion; use a competency-based approach; employ multimodal teaching methods that address the requisite attitudes, skills, behaviors, and knowledge within the multiple domains of compassion; evaluate learning over time; and incorporate patient, preceptor, and peer evaluations.

Compassion Education for Prosocial Behavior and Well-Being Among College Students

Compassion Education for Prosocial Behavior and Well-Being Among College Students

The Effect Of The Compassion Education Program On Compassion Levels Of University Students

Merhamet, başkasının derdine ve çeşitli sıkıntılarına ilgi gösterip bu durumlarına ortak olma, şefkat gösterme ve onunla beraber olma şeklinde tanımlanmaktadır. Aynı zamanda diğerlerinin kendinden apayrı biri olduğunu bilerek, ona eşduyum gösterip hemhal olma düzeyidir. Bu çalışmada, merhamet eğitimi programının, üniversite öğrencilerinin merhametli olma düzeylerini etkileyip etkilemediğinin belirlenmesi amaçlanmıştır. Çalışmada, ön-test son-test deney ve kontrol gruplu model kullanılmıştır. Çalışmanın bağımsız değişkeni, merhamet eğitimi programı, bağımlı değişkeni ise merhametli olma düzeyidir. Merhamet eğitimi programı, deney grubuna haftada bir defa 75 dakikalık grup oturumları şeklinde, 8 hafta boyunca uygulanmıştır. Kontrol grubuna ise ön-test ve son-test ölçümlerinden başka herhangi bir işlem yapılmamıştır. Çalışma, 2017-2018 eğitim öğretim yılında Kırgızistan Türkiye Manas Üniversitesi öğrencileri ile gerçekleştirilmiştir. Öğrencilerin Ön-test, son-test merhamet puanlarının belirlenmesi için Akdeniz ve Deniz (2016) tarafından Türkçeye uyarlaması yapılan “Merhamet Ölçeği” kullanılmıştır. Merhamet Ölçeği, likert formunda 24 ifadeden ve altı alt boyuttan oluşmaktadır. Elde edilen puanlara göre gruplama işlemi yapılmış ve 10 öğrenci deney, 10 öğrenci de kontrol grubuna seçilmiştir. Verilerinin analizinde, Mann-Whitney U Testi ile Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Sonuçların yorumlanmasında ise .05 anlamlılık düzeyi temel alınmıştır. Araştırmada elde edilen bulgulara göre deney ve kontrol grubunun ön-test puan ortalamaları benzerlik göstermesine rağmen son-test puan ortalamalarında deney grubu lehine anlamlı düzeyde yükseldiği görülmüştür. Deney grubu son-test puan puanlarının, ön-test puanlarına göre anlamlı düzeyde yükseldiği bulunmuştur. Kalıcılık testi açısından ise deney grubu izleme test puanlarının son-test puanları ile benzerlik taşıdığı ve merhamet eğitimi programının, öğrenciler üzerinde oldukça kalıcı olduğu anlaşılmıştır. Araştırma bulgularına göre merhametli olma tutumunun, öğrenme ile ilişkili olduğu, çeşitli etkinliklerle geliştirildiği ve kalıcı hale gelebildiği gözlenmiştir. Araştırmanın bu bulguları ışığında, okullarda psikolojik danışma ve rehberlik hizmetleri bünyesinde merhamet tutumlarını geliştirici etkinliklerin yapılmasının önemli olduğu söylenebilir.

Compassion training in healthcare: what are patients’ perspectives on training healthcare providers?

BackgroundThe purpose of this qualitative study was to investigate advanced cancer patients’ perspectives on the importance, feasibility, teaching methods, and issues associated with training healthcare providers in compassionate care.MethodsThis study utilized grounded theory, a qualitative research method, to develop an empirical understanding of compassion education rooted in direct patient reports. Audio-recorded semi-structured interviews were conducted to obtain an in-depth understanding of compassion training from the perspectives of hospitalized advanced cancer patients (n = 53). Data were analyzed in accordance with grounded theory to determine the key elements of the underlying theory.ResultsThree overarching categories and associated themes emerged from the data: compassion aptitude, cultivating compassion, and training methods. Participants spoke of compassion as an innate quality embedded in the character of learners prior to their healthcare training, which could be nurtured through experiential learning and reflective practices. Patients felt that the innate qualities that learners possessed at baseline were further fashioned by personal and practice experiences, and vocational motivators. Participants also provided recommendations for compassion training, including developing an interpersonal relationship with patients, seeing the patient as a person, and developing a human connection. Teaching methods that patients suggested in compassion training included patient-centered communication, self-reflection exercises, and compassionate role modeling.ConclusionsThis study provides insight on compassion training for both current and future healthcare providers, from the perspectives of the end recipients of healthcare provider training – patients. Developing a theoretical base for patient centred, evidence-informed, compassion training is a crucial initial step toward the further development of this core healthcare competency.

Animals and Babies: How the Vulnerable Teach Us Empathy and Compassion

Compassion and empathy have historically embodied what are considered to be some of the best elements of humanity. The processes whereby we come to know the internal stage of another and respond with sensitive care are of enormous importance for our life together (Batson, 2009). It is not surprising, then, that in recent years, there has been growing interest in the potential of empathy and compassion as critical values to foster in children. Yet despite this growing recognition, there remains relatively little information addressing how empathy and compassion might be addressed in teaching. An overriding argument of this thesis is that education in and for caring values – in this case empathy and compassion – has critical significance for personal, social and global wellbeing.To investigate how these values might be taught, this study explores approaches to developing empathy and compassion within two primary school programs. The programs are The Roots of Empathy (RoE), a social and emotional learning (SEL) program that draws on the presence of a baby to foster empathy development in students, and the Voiceless Animal Clubs, which sought to develop in students the values of compassion and respect for animals. Guided by themes and models drawn from the literature on empathy and compassion, this thesis develops an approach for analysing empathy and compassion in these programs, which construes them as a synthesis of cognitive, affective and behavioural elements. To explore these issues, a qualitative research approach has been employed, and two case studies developed based on each of the programs. The two case studies were informed by interviews with four Roots of Empathy instructors, and five Animal Club teachers, and were supplemented with secondary and contextual material. The purpose was not to evaluate the programs, but to identify and explore some tangible ‘signposts’ within the teaching of empathy and compassion, which may have application in other settings.Throughout this thesis, two key arguments are developed and these are elaborated in the final chapter, along with some potential implications from this study. Firstly, two types of approach are explored with reference to their significance within the teaching of empathy and compassion. It is argued that a focus on ‘relationships of caring’ with vulnerable others, (in this case babies and animals) offers an engaging and experiential model for empathy and compassion education; and further that the concept and practice of ‘compassionate advocacy’ offers a means for supporting important outcomes for students and for society. Secondly, it is argued that the teaching of compassion and empathy would benefit from specific attention to developing their cognitive, affective and behavioural elements and that this, in turn, would support the development of empathy and compassion as authentically felt and acted-upon values.