Empathetic Skills Research Articles

A Student-Faculty Collaboration for Authentic Teaching of the Effects of Discrimination on Brain Health (P5-2.002)

<h3>Objective:</h3> We describe the co-creation, implementation, and evaluation of a learning session from a pre-clerkship neurology course about the effects of social discrimination on the body’s stress response and development of empathetic communication skills for providers. <h3>Background:</h3> To provide compassionate and high-value healthcare, providers and medical students must recognize physiological and clinical manifestations of stress in response to social discrimination and have the tools to communicate with their patients in a culturally responsive manner. However, many medical educators may feel unprepared to teach these topics to students. <h3>Design/Methods:</h3> Second-year medical student (M2) leaders from diverse backgrounds and faculty developed together an hour-long flipped classroom teaching session for M1 students addressing discrimination-related manifestations of stress. Before class, M1 students read academic texts and viewed lecture videos created by M2 students and faculty. M1 student groups created their own clinical case examples of patients experiencing stress related to racism, heterosexism, and ableism. During class, M1 students used these cases to facilitate group discussions on how providers can utilize screening tools and patient-physician dialogue frameworks. After the session, a debriefing period was offered to address lasting concerns, reflections and offer additional resources. <h3>Results:</h3> A post-session survey found that 87% of students agreed that the session increased their overall understanding of the role of discrimination in the development of stress-related illnesses. 100% of students agreed with the statement that the session dealt with sensitive issues in a culturally responsive manner. Qualitative student responses indicated that the participation of M2 students was highly valued, and that the session was perceived as authentic and delivered in a respectful manner. <h3>Conclusions:</h3> Co-curriculum design with faculty and diverse student leaders offers a unique opportunity to teach challenging DEI topics that require authenticity and respect. Tips &amp; tricks for creating a similar session at your institution will be provided. <b>Disclosure:</b> Ms. Chachere has nothing to disclose. Miss Taylor has nothing to disclose. Mrs. Mills has nothing to disclose. Miss Wilson has nothing to disclose. LeChauncy Woodard has nothing to disclose. Prof. Thesen has nothing to disclose.

Empathy and Nursing

Empathy is a fundamental concept that nurses are made aware of in the beginning of their nursing journey. Various attempts have been made to define and understand this complex construct. To be better helpers, nurses need to possess Empathy to understand a patient’s painful and often confusing journey with illness and the healthcare system. Various benefits have been shown when healthcare professionals use empathy while caring for their patients, but there are various barriers that challenge the practice of empathy in the overburdened healthcare setting. Though individuals who take up nursing may already have empathetic traits, empathetic skills can be taught and developed over time and nurse educators can play a vital role in this aspect. It must be acknowledged that Empathy has a significant role to play in healthcare.

Action Research on Applying Compound Stimulus Approach to Improve Empathetic Communication: The Case of Physical Therapy Students.

(1) Background: Empathetic communicative skills are the first step in establishing a good therapeutic relationship. The purpose of this study is to understand the effectiveness of improving the empathetic communicative skills applied to obtain accurate and precise information from patients via compound stimulus-drama in education. (2) Methods: A cross-sectional, one-group, pre- and post-test design was used for this study. In the two-day workshop, four clinical physiotherapists acted as tutors for the "Compound Stimulus-Drama in Education" module and assessed students' performances. The Standard Patient Rating Scale (SPRS), Objective Structured Clinical Examination Scale (OSCES), Professional and Communication Self-Assessment Scale (PCSS), Patients' Information (PI), and the Jefferson Scale of Empathy (JSE) were used to assess the students' empathy scores and communication skills, before and after the course. (3) Results: Fifty-seven students participated in this study. The results showed that there were significant improvements in the SPRS, OSCES, PCSS, PI, and JSE (p < 0.05). Both the quantitative data and the participants' reflection feedback suggest that this novel module was more helpful than traditional clinical practice courses for improving clinical empathy communication skills. (4) Conclusions: This study provided an innovative teaching model and assessment tools for learning clinic empathetic communicative skills in future education training.

Analysis of Women's Empathetic Agreement -Making Skill by their Husbands: a Sample of Grounded Theory

Background and Aim: Today, maintaining a family not only requires knowledge but also requires its own skills. One of the skills can be empathetic agreement that it can be reached by men. The goal of present study was to analysis of empathetic agreement-making skills among married women by their husbands. Methods: This study was conducted using the social structuralism perspective method developed by Charms (2014). The study population included all married men who had succeeded in having happy and stable families and the sample consisted of 10 of these men who were purposefully selected from a homogeneous type based on entry and exit criteria. The research tool was a semi-structured interview. The duration of each interview was between 60 and 120 minutes. The data collected by Charms (2014) method were analyzed in three stages of initial coding, axial coding and final classification. Findings: The findings revealed three dimensions to the grounded theory: (1) what empathetic agreement- making is, (2) why empathetic agreement-making, and (3) how empathetic agreement-making. Conclusion: This grounded theory can be effective in facilitating family education for the success of men in married life, studies related to empathetic agreement-making and facilitating empathetic agreement-making in the field of family counseling and treatment, and divorce prevention.

Empathetic management skills developed through awareness of social learning and individual employee needs

Empathetic management skills developed through awareness of social learning and individual employee needs

Empathetic management skills developed through awareness of social learning and individual employee needs

Empathetic management skills developed through awareness of social learning and individual employee needs

Empathetic Response Generation Based on Plug-and-Play Mechanism With Empathy Perturbation

Spoken dialogue systems have rapidly developed but are often viewed as inhumane because they lack empathetic communication skills. In this study, a transformer-based language model (DialoGPT fine-tuned on the EmpatheticDialogues dataset) was combined with two proposed attribute models for affective and cognitive empathy to improve its performance. The affective empathy model ensures that the user sentence and system response have similar emotional valence, and the cognitive empathy model ensures that the system response is relevant to the user's input by using a DialoGPT-based reverse generation model to calculate the cross-entropy loss. A plug-and-play structure with these empathy attribute models was used to perturb the language generation model to increase response empathy without fine-tuning or retraining the generation model. Experiments indicated that the proposed model responses had substantially higher affective empathy, cognitive empathy, and BLEU scores than did the baseline model. Subjective evaluations also indicated that the responses of the proposed model had greater empathy, relevance, and fluency than did the baseline model. Moreover, the proposed model outperformed other similar models in A/B tests.

The Effects of an Empathic Communication Workshop on Internal Medicine Residents' Self-Perceived Empathy and Their Patients' Perception of Physician's Empathy: A Single-Group Experimental Study.

Background: Empathetic communication improves the physician-patient relationship and enhances patient and physician satisfaction. This study aims to evaluate the impact of empathic communication skills training on physicians' self-perceived performance and patient satisfaction regarding the empathetic quality of their relationship with their physicians. Methods: In this single-group before-after experimental study, we recruited 50 internal medicine residents at a large teaching hospital. We assessed the residents' empathy using the Jefferson Scale of Empathy before and 3 weeks after an 8-hour workshop on empathic communication skills. We also recruited 50 of their patients before and another 50 patients 3 weeks after the training to assess the patient's perceptions of their physician's empathy using the Consultation and Relational Empathy scale. Physicians' and patients' mean scores on empathetic care at the beginning of the study were then compared using paired t-tests with their scores after the workshop. Results: The residents' mean score on Jefferson Empathy Scale increased from 81.1(95%CI:78.8-83.3) at baseline to 96.8(95%CI:93.6-100) following the workshop (p < 0.001). Before the empathetic communication skills training, patients assessed their doctors' empathy at 68.3(95%CI:63.5-73.2). After the intervention, this improved to 84.9(95%CI:82.2-87.5) (p < 0.001). Conclusion: In this study, both the residents and their patients stated that the residents' empathy skills had significantly improved after an empathetic communication workshop for internal medicine residents.

The Effect of A Social Studies Course Supported by Stories on Critical and Empathetic Thinking Skills

Bu çalışma, öykülerle birlikte bir sosyal bilgiler dersinin 4. sınıf öğrencilerinin eleştirel ve empatik düşünme becerilerini üzerindeki incelemelerini incelemek istiyor. Araştırma, karma yöntem araştırmalarında kullanılan müdahale desenine göre yürütülmüştür. 10 haftalık çalışma, 2018-2019 eğitim öğretim yılında Gaziantep'te bulunan iki devlet okulunda gerçekleştirilmiştir. Nicel verilerin korunmasında Eğmir ve Ocak (2016) tarafından rehberlik Eleştirel Düşünme Başarı Testi ve Bryant tarafından hizmet ve Yılmaz-Yüksel (2004) tarafından Türkçeye uyarlanan Çocuklar İçin Empati Ölçeği kullanılmıştır. Nitel verilerin elde edilmesinde yarı elde edilen görüşme formları, yarı elde edilen gözlem formları ve araştırma günlüklerinde kullanılan.Nitel içerik içerik analizi ve betimsel analiz ile analiz edilmiştir. Nicel kaynaklar Shapiro-Wilks testi ile analiz, İlişkisiz ölçümler için T testi, ilgili ölçümler için T testi ve Wilcoxon İşaretli Sıralar Testi yapıldı. parametrik testler için eta kare (n2) ve Pearson Korelasyon Katsayısı ( r ) kullanan tedavi müdahalenin etki boyutu hesaplanmıştır. ) parametrik olmayan testler için. İstatistiksel analiz için aktarımlık düzeyi .05 olarak alınmıştır.Araştırma sonuçları, sosyal bilgiler dersinde hikayeyi kullanan deneyleri, öğrencilerini eleştirel ve empatik düşünmeyi kullananların büyük ölçüde davranışlarını ve uygulanan müdahalenin etki yapısının yüksek olduğunu göstermektedir. Ayrıca öğrenci görüşü, etkileyici ve duyuşsal özelliklerin, dillendirmenin, empati, yorumlama, sonuç çıkarma, hızlı ve içeriği okuma, analiz etme, bilgi içeriği, çıkarma yapma, etkili yanıt verme, dinleme içeriği gibi zenginleştirilerek geliştirilebileceğini düşündürmektedir. hikayeli sosyal bilgiler dersi.

Can literary reading and writing improve pharmacists’ medication counselling? A feasibility study of pharmacists’ efforts to achieve competence in narrative medicine

Background: Narrative medicine is an innovative approach where empathetic skills are nurtured through close reading of literary texts and creative writing. The aim of this study was to evaluate the feasibility of a course in narrative medicine for pharmacists. Methods: A 2-day course of narrative medicine was offered to community and hospital pharmacists. Feasibility was assessed using focus group interviews, participant observation, and a questionnaire. Pharmacists’ self-reported level of empathy was also assessed. Results: Eight pharmacists participated in the course. They found participation acceptable, even though some of the sessions required a personal investment far from their routines. The pharmacists were generally satisfied with the course and found it helpful in their daily patient communication. There was no significant change in the pharmacists’ level of empathy. Conclusion: A course in narrative medicine has the potential to improve pharmacist communication with patients but needs further testing, including patient-reported outcomes.

Gap Analysis: Quality and Women's Satisfaction Regarding Postnatal Care

Background: Improving the quality of maternal health is one of the eight major developmental goals of the World Health Organization. Women's satisfaction with maternity healthcare services is a crucial indicator of quality health care. Objective: This study aimed to evaluate the gap between the quality of maternity care and women's satisfaction with postnatal care. Methods: This study used a descriptive cross-sectional study design. The sample size was 300 postpartum Saudi women. The data were collected from the postnatal care unit at the King Khalid Hospital, Jeddah, Saudi Arabia, The study used the SERVQUAL and Postnatal Satisfaction with Nursing Care Questionnaires to measure the studied variables. Results: The mean ± SD (3.73 ± 0.466) of women perceived that the provided care was of high quality and the mean ±SD (3.20±0.511) of women's satisfaction with postnatal care was moderate. The gap between expected and perceived quality of maternity care was reported to be -1.27. There is a significant positive relationship between the quality of maternity care and women's satisfaction. Conclusion: The study concluded that the participants were generally satisfied with the postnatal care and overall maternity care provided in the King Khalid Hospital. However, they showed the desire to get more empathetic care. Patients' satisfaction should be evaluated periodically to establish baseline data and provide postnatal care interventions tailored to women's expectations. There is a need to increase training for enhancing healthcare providers' empathetic and communication skills to improve the relationship between the staff and women.

Are dancers more emotionally intelligent and self-regulated than non-dancers?

ABSTRACT Dance is a creative avenue for self-expression, through which dancers express their feelings; it may help develop their empathetic skills required to perceive and understand emotions. This study aimed to empirically examine the effects of dance and dance achievement on emotional intelligence and emotion regulation. Participants were 280 women between the ages of 18–28 living in Australia; 157 had varying dance backgrounds whereas 123 were non-dancers. Participants completed the Schutte Self-Report Emotional Intelligence Test and the Emotion Regulation Questionnaire. Results showed that the dancers emotional intelligence score was significantly greater than the non-dancers (p < .05). There were no differences between the groups in emotion-regulation scores, neither in reappraisal nor suppression scores. Results of one-way ANOVAs showed emotional intelligence scores were higher (p < .001) and reappraisal scores were lower (p < .05) as a function of dance achievement. There was no relationship between suppression and dance achievement. Findings provide preliminary support that dance may increase emotional intelligence.

Cinemeducation in medicine: a mixed methods study on students\u2019 motivations and benefits

BackgroundCinemeducation courses are used to supplement more standard teaching formats at medical schools and tend to emphasise biopsychosocial aspects of health. The purpose of this paper is to explore why medical students attend the cinemeducation course M23 Cinema (M23C) at LMU Munich and whether a film screening with a subsequent expert and peer discussion benefits their studies and their future careers as medical doctors.MethodsAn exploratory sequential mixed methods study design was used. Qualitative research, i.e. three focus groups, four expert interviews, one group interview and one narrative interview, was conducted to inform a subsequent quantitative survey. Qualitative data was analysed using qualitative content analysis and quantitative data was analysed descriptively. The findings were integrated using the “following a thread” protocol.ResultsIn total, 28 people were interviewed and 503 participants responded to the survey distributed at seven M23C screenings. Participants perceive the M23C as informal teaching where they learn about perspectives on certain health topics through the combination of film and discussion while spending time with peers. The reasons for and reported benefits of participation varied with educational background, participation frequency and gender. On average, participants gave 5.7 reasons for attending the M23C. The main reasons for participating were the film, the topic and the ability to discuss these afterwards as well as to spend an evening with peers. Attending the M23C was reported to support the students’ memory with regards to certain topics addressed in the M23C when the issues resurface at a later stage, such as during university courses, in the hospital, or in their private life.ConclusionsThe M23C is characterised by its unique combination of film and discussion that encourages participants to reflect upon their opinions, perspectives and experiences. Participating in the M23C amplified the understanding of biopsychosocial aspects of health and illness in students. Thus, cinemeducative approaches such as the M23C may contribute to enabling health professionals to develop and apply humane, empathetic and relational skills.

Crisis, Rupture and Structural Change: Re-imagining Global Learning and Engagement While Staying in Place During the Covid-19 Pandemic

The COVID-19 pandemic led to unprecedented closures of national borders and the withdrawal of much of the social and cultural activities of society into the walls of the home. For us, educators focused on global engagement and analyzing international law and society, the abrupt retreat into the shelter of domestic walls disrupted the very subjects we were studying—inside and outside the classroom. In the pandemic’s first wave, most study abroad and international experiential programs were cancelled indefinitely, and the programs that continued had to operate in an environment of social distancing and uncertainty. We were forced to scramble to accommodate the needs of our students who were suddenly sent home or had travel plans cancelled. At the same time, the global nature of this and other ongoing crises (from humanitarian emergencies that spill across borders to the global impacts of climate change) underscored the need to prepare students for a future where both cross-border crises and the need for international collaboration and education will be heightened. These developments also highlighted the need for a variety of meaningful virtual alternatives for students to acquire the critical skills and knowledge needed to succeed in global and cross-cultural environments. Against this backdrop, in late spring 2020 we turned our focus to developing a course to turn the COVID-19 crisis itself into a virtual international learning opportunity. We aimed to utilize the shared experience of living through a pandemic that was now a global crisis as a starting point for the exploration of global perspectives and responses to crisis, and as a vantage point to help students link their current challenges and experiences to the impact of pandemic in the societies where they had planned to travel for work or study. Isolated in our homes with our own public and domestic lives collapsing and colliding, we aimed to create global connections by creating a space where we and our students could connect the ruptures created by the current crisis to the ruptures and reshaping of perspectives, world views, and personal trajectories that is the hallmark of a transformative global or intercultural encounter. Our goal was to deepen students’ empathetic, contemplative, and communication skills—critical components of global experiential education—while drawing upon literature and pedagogy in these areas and employing experiential learning techniques. The rise of protests related to the Black Lives Matter movement in the middle of the course added a new dimension to our

Treinamento de habilidades sociais em Fonoaudiologia: percepção dos estudantes

ABSTRACT Purpose: to investigate the perception of Speech-Language Pathology and Audiology (SLPA) students, submitted to a Social Skills Training (SST) program, regarding potentialities, difficulties and perceived gains in their social skills (SS) repertoire. Methods: this qualitative study included 22 students (between 19 and 21 years old), enrolled in the 2nd year of the undergraduate SLPA course. The SST structure was based on theoretical-informative and practical-experiential methodology, developed over 15 meetings, using different teaching strategies. Content analysis was applied to assess the responses to a questionnaire with five open ended questions about the SS and the program itself, administered at the beginning, middle and end of the training. Results: greater difficulty was observed for students in relation to public speaking as well as empathetic and assertive skills toward their peers and professors. The participants highlighted the importance of the SST for the professional-patient relationship and for their professional training, as the training expands skills and competences beyond technical knowledge, with self-knowledge having a central role in this process. Conclusion: in preparation for clinical practice the SST can be used as a promising teaching-learning methodology in the curricula of SLPA courses.

Free Listening

Given the widespread ideological polarization of the current times, cultivating ways to empathize across difference has never been more important. In this essay, we outline Free Listening (FL), a pedagogical practice that helps people grow their capacity to empathetically engage others across difference by engaging in structured sessions of active empathetic listening. Our prior work demonstrates that the structured practice of FL has both affective and practical implications for how students engage with others; students leave the practice with a greater sense of awareness, appreciation for other cultures, and ability to listen across cultural and ideological boundaries. We believe FL has great promise within the teaching-and-learning process in relation to civic and community engagement, service learning, and relational praxis. In this essay, we outline the practice of FL and review literature that helps elucidate what this practice is and does. Some key themes are discussed that reveal the valuable contributions of this practice as they have emerged from our students’ and our own experience with/in FL. Finally, we trace the pedagogical implications of FL as they connect to theories of dialogue and dialogic praxis. Overall, we argue that FL should be a regular practice for pedagogues across the social sciences in order to cultivate in students the relational and empathetic skills that are needed to advance the project of depolarization—a project in which other-centeredness should be a defining feature.

Telling Stories to Develop Empathy: An Experiential Exercise for Future Leaders

Empathy is often defined as the ability to comprehend another person’s feelings and to re-experience them oneself. Although it has commonly been recognized as an essential leadership skill, its teaching and development have not received a lot of attention in the leadership literature. This article presents the Global Citizen Story (GCS), an experiential exercise aimed at developing leaders’ empathetic skills in cross￾cultural settings. The exercise, which requires that students write and tell a fictitious story in the first person, consists of four stages: researching, imagining, writing, and telling the story. The exercise allows students to empathize with a person from another culture who is facing a serious challenge. It targets the empathetic skills of both the students telling the stories and those listening to the stories. Although the exercise was created in the context of a global business MBA course, it can be adapted to any course aimed at developing empathy as an essential leadership skill.

The use of creative writing and staged readings to foster empathetic awareness and critical thinking

Introduction: Healthcare requires its practitioners, policymakers, stakeholders, and critics to have empathetic awareness and skills in critical thinking. Often these skills are neglected or lost in current educational programs aimed at those interested in the field of health. Health humanities and, in particular narrative medicine, aim to redress this omission. Methods: We used a mixed methods approach to explore the experience of health humanities students in creative writing and staged readings to foster empathic awareness and critical thinking. Data was collected from 20 second-year students enrolled in an undergraduate health humanities unit via a post-assessment survey, and thematic analysis of a reflective paper. Results: 92.9% of the students felt that writing a creative piece helped them to understand the health topic from a different perspective, with 85.7% reporting that the use of creative writing helped to create emotional connections. From the reflective paper, six themes were elicited through the thematic data analysis: (1) The value of language; (2) Insights into the patient experience; (3) Giving voice to the patient; (4) Creating empathic exchanges; (5) Illness and emotion; and (6) Reflective practice. Conclusion: By offering a mode of experiential learning involving both creative writing and staged readings, students develop empathic ways of thinking and being while deepening their critical engagement with a range of health topics. Students were able to understand the need to make humanistic sense of the health and well-being narrative, providing them with a range of transferable skills which will be an asset in any workplace.

ORGANIZATIONAL LISTENING DURING ORGANIZATIONAL CHANGE: PERSPECTIVES OF EMPLOYEES AND EXECUTIVES

ABSTRACT During organizational change, organizations increase their listening initiatives to monitor resistance, lower uncertainty, and enhance commitment to change. Scholars have argued that many of these initiatives are superficial in nature and may be compared to inauthentic listening, the key concept explored in this article. In general, while organizational listening has been known to improve employee trust and engagement, organizations struggle to incorporate effective listening due to lack of systems, processes, structures, resources, and skill sets. This study sought to explore the perspectives of both senior-level executives and employees who had provided input during change [i.e., input providers]. Thirty-seven participants from large, publicly held companies were interviewed for the study. The study found that inauthentic listening resulted from change-related restrictions, problematic conduct of solicitation, and limited analysis and presentation of input. Inauthentic listening had negative consequences for the organizations and the input providers. Organizations can enhance listening competencies by selecting culturally sensitive technologies, developing comprehensive analysis mechanisms, adopting a holistic listening approach, and developing empathetic skills for those soliciting input.

EEG mu suppression which differentiates self from others are correlated with empathic abilities

Previous studies have indicated that the sense of the “self” is associated with specific brain regions and neural network activity. Moreover, it has been reported that the mirror neuron system, which functions when executing or observing actions, might contribute to differentiating self from others and forming the basis of the sense of self. However, little is known to date about how the mirror neuron system, which reacts to both self and others’ actions, contributes to differentiating oneself from others. This study examined the characteristics of self-oriented activity in mirror neuron system signals using stimuli facilitating self-discrimination from others. The EEG resulting from observing hand movements of the self and another person were examined from the first-person and the third-person perspectives. The results indicated that mu suppression, which is an index of mirror neuron system activity, increased for the self from the first-person perspective, suggesting that mu suppression might reflect the difference between self and others. Conversely, the mu suppression's variations in self-other orientation increased in the third-person perspective, suggesting that individual differences in response orientation might be correlated with empathetic perspective-taking skills.