Empathy In Students Research Articles

Group guidance with photovoice technique to increase empathy of student

This research aims to measure the increase in student empathy after implementing group guidance using the photovoice technique. The type of research is quasi-experimental without a control group used in this research. The research subjects were 10 students with high, medium, and low empathy scores randomly determined as the research sample. The implementation procedure was carried out in six sessions using a plan designed collaboratively between group guidance and photovoice techniques. This research shows differences in scores before and after receiving treatment. The Wilcoxon test was carried out to analyze the data with an assumption sig (2-tailed) result of 0.005, which showed that the alternative hypothesis that applying photovoice technique group guidance could increase Surabaya students' empathy was accepted. The conclusion that can be drawn from this research is that group guidance using the photovoice technique can improve empathy skills.

The Implementation of Traditional Game Media to Enhance Social-Emotional Relationships Between Elementary School Students

The research investigated using traditional gaming media to strengthen social and emotional connections among primary school students. The research focuses on enhancing values such as collaboration, understanding, and empathy through traditional games of choice. The method used is classroom action research with the active participation of grade 5 students of SDN Sidokare IV. Traditional children's play media was chosen as an intervention tool because it contains social values such as cooperation, communication, and empathy. Data were collected through participant observation, interviews, and questionnaires to assess changes in social-emotional interactions before and after the intervention. Data analysis was carried out using a qualitative approach. The results showed that consistent use of traditional game media can significantly improve the social-emotional connection of elementary school students and strengthen the level of empathy and understanding of elementary school students. This article provides a foundation for developing more effective strategies for building learning environments that support the development of positive social relationships.

Exploratory factorial study of empathy in dental students

Objetivo: El objetivo de esta investigación fue explorar si la Escala de Empatía para Profesionales de la Salud (Versión-S) aplicada a estudiantes de odontología cumple con el modelo de tres dimensiones subyacentes. Metodología: Estudiantes de odontología pertenecientes a la Facultad de Odontología de la Universidad Andrés Bello, sede Santiago. Población: Constituida por 1017 (N) estudiantes regularmente matriculados. Muestra: La muestra estuvo formada por 795 (n) estudiantes y representaron el 78.17% de la población estudiada. Se aplicó la Escala de Empatía de Jefferson para Profesionales de la Salud en la Versión para Estudiantes. Se estimó la confiabilidad interna de los datos mediante el ? de Cronbach y fue aplicado un análisis factorial exploratorio. El nivel de significación fue de ? < 0,05. Resultados: Los datos observados determinaron que la confiabilidad fue adecuada (? = 0,753). Se cumplió el modelo de tres dimensiones. Se observó que los ítems P3, P6 y P18 tuvieron los valores de las medias más bajos. Conclusión: Este estudio representa el cumplimiento del modelo de empatía, con sus dos componentes y sus tres dimensiones latentes. Los estudiantes obtuvieron resultados satisfactorios en las dimensiones Cuidado Compasivo y Toma de Perspectiva, pero poco satisfactorio en la dimensión “Caminando en los zapatos del paciente”.

Resilience as a Modulating Factor of Empathy in Medical Students

Resilience as a Modulating Factor of Empathy in Medical Students

The Synchronous Online Environment: Impact on Instructor’s Academic Empathy

The COVID -19 pandemic has ushered in a new era of pedagogical strategies and offered a unique window into students’ lives. Among the many challenges and advantages of the online environment, the daily exposure to students’ lives—magnified during synchronous online teaching—served to humanize them in the classroom. This research delves into a novel area, exploring whether this heightened exposure to students’ day-to-day environments outside of the physical classroom leads to academic empathy from their instructors and whether it results in a better understanding of students’ individual challenges and circumstances. The results showed that synchronous instruction increased faculty members’ empathy for students’ diverse personal experiences. A significant discovery, however, was the role of student camera usage in enriching the synchronous online experience. Ultimately, the study underscores the benefits of students having cameras on during synchronous online classes to create a more connected and empathetic classroom environment.

Fostering empathy in Chinese medical students: the role of Balint groups facilitation

Fostering empathy in Chinese medical students: the role of Balint groups facilitation

A Comparison of Virtual Reality and Traditional Audio-Recorded Hearing Voices Simulations: Their Impact on Empathy in Health Care Students.

Empathy is essential to the development of communication skills. Simulating psychosis to develop empathy for mental health patients is complex; we hypothesized that virtual reality (VR) would be effective in increasing empathy in health care students. This experimental study compared the effectiveness of a VR simulation with a traditional hearing voices simulation as measured by the Kiersma-Chen Empathy Scale-Revised. Twenty-five health care students were randomized into two groups. The results indicated that both simulated experiences increased empathy levels, supporting the study's hypothesis. A 10-minute VR simulation is an effective teaching strategy for developing empathy in health care students.

Designing, implementation and evaluation of story reading: a solution to increase general empathy in medical students

BackgroundCommunication and mutual understanding among healthcare providers is a significant concern within the healthcare system, and enhancing empathy is one way to foster effective communication and mutual understanding. The aim of this research is to evaluate and compare the impact of story reading on the level of empathy in medical students at Mazandaran University of Medical Sciences.MethodsThe study employed an intervention educational design (a quasi-experimental), with a convenience sample of 51 medical students selected as the statistical population. The process of story reading was conducted over six two-hour virtual sessions in the students' classroom, spanning six weeks. Selected stories were discussed in an online virtual class under the supervision of an instructor, focusing on story elements. To assess students' empathy in this educational program, the Davis General Empathy Questionnaire was administered before each of the six sessions, after, and one week later at the end of the course. Statistical analysis of the collected data was performed using repeated measures analysis of variance and Bonferroni's post hoc test through SPSS version 28 software, with a significance level set at 0.05.ResultsThe findings revealed that 27 participants (58.7%) were female students, with the remaining being male students, having an average age of 19.5 ± 0.86 years. The level of general empathy among the students significantly increased after the intervention compared to before the intervention (P<0.001). Furthermore, the analysis of variance with repeated measures indicated a significant effect of the story reading program on enhancing empathy in terms of emotional and cognitive transfer among students in the intervention group (P<0.001).ConclusionsThe research findings suggest that the story reading program effectively enhances the overall sense of empathy among medical students at the University of Medical Sciences. Therefore, implementing this method in universities, higher education centers, libraries, and psychology centers for teaching empathy can be valuable in fostering empathy skills and improving healthcare.

Citizenship Education in Elementary Schools (Foundations for Personality Development of Future Citizens)

This research aims to evaluate the effectiveness of citizenship education (PKN) in elementary schools in instilling basic civic values, developing social skills and empathy in students. This research was conducted through a literature study method, where data and information were collected systematically from various written sources. scientific which includes academic journals, textbooks, conference articles, and relevant government documents. This research reveals that the use of interactive teaching methods by teachers has succeeded in increasing students' understanding of their rights and obligations as citizens, as well as increasing their social skills and empathy. However, the research results also show that there are several significant challenges, such as limited resources and inconsistencies in the understanding and application of PKN material by teachers. This variability results in differences in the quality of citizenship education received by students in different schools. This study recommends the development of more comprehensive teacher training strategies and the provision of adequate resources to support effective PKN teaching. It is hoped that greater investment in Civics education will strengthen the consistency and quality of the program, ensuring that all students gain similar and in-depth civics skills and knowledge.

Assessing the effectiveness of virtual reality to promote empathy for patients through a mixed-methods study

ObjectiveTo describe the implementation and outcomes of EmpathyVR, an immersive experience using virtual reality (VR) to promote empathy for patients with physical limitations due to chronic diseases. MethodsFirst-year student pharmacists participated in a learning experience that incorporated VR and stiff gloves to simulate physical limitations associated with color-blindness and arthritis, respectively. Students completed pre- and post-intervention surveys that included the Kiersma-Chen Empathy Scale and measures of immersion, user enjoyment, perceived usefulness for learning, and adverse effects of the experience. A focus group was also conducted with 6 students to obtain additional feedback on the learning experience. ResultsOf the 132 students who were enrolled in the program, 131 completed the assigned tasks; 117 of these agreed to participate in the study, and their data were included in the analyses. There was a significant improvement in empathy scores in the cognitive domain from pre- to post-intervention. Post-intervention survey results also demonstrated a high degree of immersion in the experience, high levels of self-reported enjoyment, and high levels of perceived usefulness of the activity to support learning. There was a low to moderate incidence of minor self-reported adverse effects from the activity. Focus group feedback was also positive. One student stated, “… it really allowed you to think and put yourself in their shoes.” ConclusionImplementation of a VR-based learning activity into the first semester of the PharmD curriculum was successful and resulted in improved student empathy scores and a positive learning experience.

Does Medical Curriculum Impact on Empathy? A Longitudinal Study in a Sample of Undergraduate Medical Students

Empathy in medical students is receiving increasing attention as it is fundamental to build and develop a functional patient-physician relationship. When looking at its determinants, demographic and academic factors seem to concur in shaping empathy in this population. Although data show strong gender differences and changes in empathy throughout medical school, it is not clear the direction of these changes and whether gender and curriculum features modulate them. This longitudinal study examined changes in empathy and explored gender differences throughout the medical school. Four consecutive cohorts of Italian medical students (N = 336) completed the Jefferson Scale of Empathy – Student (JSE-S) and the Interpersonal Reactivity Index (IRI) in their second year of study (before any clinical clerkship and communication skills courses) and fifth year of study (after a 2-year clinical clerkship and communication skills courses). Analysis of variance for repeated-measures revealed that, beyond the effect of gender, JSE-S total score and IRI Perspective Taking increased, whereas IRI Personal Distress and IRI Fantasy significantly decreased throughout medical school. No significant change in IRI Empathic Concern emerged over time. Student’s t-tests showed that female students displayed significantly higher mean scores than their male counterparts for all empathy measures in both their second and fifth years of medical training. The findings suggest that the medical curriculum affects self-reported empathy dimensions among undergraduate medical students. Further research is needed to deepen the understanding of the educational factors that promote the changes in empathy levels during medical training.

Substantial Increases in Healthcare Students' State Empathy Scores Owing to Participation in a Single Improvisation Session.

To determine whether the 12-item state empathy scale could be modified reliably to measure empathy in healthcare professions students and to detect changes in their empathy owing to a single improvisation (improv) session. Three cohorts of students from two healthcare professions programs (total = 165 students) participated in an improv session. During the session, one of the researchers (BS) tasked the students with several improv activities. Participants' self-reported state empathy scores were assessed at three time points (pre-improv, post-improv, and end of semester) using revised, in-class paper versions of the State Empathy Scale. The exploratory factor analysis revealed a single factor solution for the revised scale, justifying the creation of an overall state empathy score from the questionnaire. Cronbach's alpha reliability values averaged 0.87. Students' mean empathy scores were higher directly after the improv session than directly prior to the session (p < 0.0001; effect size = r = 0.67, 0.55, and 0.79 for cohorts 1, 2, and 3, respectively). These findings show that a single one- or two-hour improv session can foster substantial increases in healthcare professional students' state empathy for one another. Greater healthcare professional empathy and compassion foster better healthcare team cooperation and patient outcomes, so healthcare professionals and their students should engage in such empathy-enhancing activities at regular intervals throughout their training and careers.

The impact of the COVID-19 pandemic on the soft skills of lecturers

Education institutions quickly made the switch to remote teaching and learning because of the COVID-19 pandemic’s extraordinary problems. This study intends to investigate how the pandemic has affected lecturers’ soft skills, which are vital non-technical and interpersonal skills such as efficient communication, teamwork, adaptation, empathy, problem-solving, and leadership. Data were gathered from lecturers who had firsthand experience with the change to remote teaching through a qualitative study methodology that included interviews and focus group discussions. The research shows that lecturers used new tools, modified their teaching methods, and navigated the virtual environment with amazing flexibility and adaptation. Communication skills improved as lecturers used digital tools to interact with students and offer support. With lecturers attending to academic demands and emotional well-being, empathy and student assistance emerged as crucial. Through creative virtual methods, cooperation and teamwork were promoted. To overcome obstacles, problem-solving skills were used. The study advances knowledge about how the pandemic affected lecturers’ soft skills. The COVID-19 pandemic has significantly changed how instructors use their soft skills. Rapid technology advancement, improved communication abilities, adaptability and flexibility, student support and empathy, and teamwork have all been identified as major areas of change. To successfully adapt to changing educational environments and guarantee the delivery of high-quality education, lecturers will need to further develop these soft skills in the future. By accepting these adjustments, lecturers may not only deal with the difficulties caused by the pandemic but also create a future-focused, welcoming learning atmosphere for their students. Future research should focus on long-term effects, quantitative validation of findings, and evaluation of interventions to improve lecturers’ soft skills in distance learning. In light of changing educational environments, such research can promote lecturers’ professional growth and inform pedagogical methods.

Impacts of a Poverty Simulation Experience on Student Empathy Levels Toward People Living in Poverty

Many people hold negative opinions about individuals living in poverty without direct experience with poverty. Educating college students on the realities of life in poverty is critical to prepare them to serve in human-service careers. One way to educate about poverty is through an experiential education tool called a “simulation.” Poverty simulations are powerful tools that give participants embodied role-play experiences to promote social empathy and combat negative or singular perceptions of poverty. We explore the impact of the Missouri Community Action Network poverty simulation (CAPS) on student empathy for people experiencing poverty. We used the Undergraduate Perspectives of Poverty Tracking Survey (UPPTS) implemented as a retrospective pretest. While the impacts of CAPS have been studied, our unique contribution is the focus on empathy and use of the UPPTS. We found that student empathy for people living in poverty increased after the simulation with the greatest change occurring around four UTTPS factors: welfare attitudes, do more, lack of resources, and equal opportunity. Gender and financial status were the two demographics that had statistically significant difference of impact between categories with women and those who were “very financially secure” experiencing a greater change in empathy between pre and post scores.

An investigation of academic resilience, resilience, and empathy in pharmacy students: Implications for pharmacy education

Background: Resilience supports pharmacists and students in thriving in challenging healthcare and academic environments. Empathy is necessary to provide patient-centred care. Knowledge of how these attributes influence pharmacy students is limited, and correlations between academic resilience, empathy, and academic success continue to be explored. Methods: This study explores the relationships between levels of academic resilience, resilience, and empathy with the academic achievements of pharmacy students at a Malaysian university. Participants were pharmacy students enrolled from 2020/2021 to 2022/2023. Academic resilience was assessed using the Academic-Pharmacy-Resilience-Scale-16, resilience through the Brief-Resilience-Scale, and empathy with the Kiersma-Chen Empathy-Scale. Scores were related to students’ academic grades. Both descriptive and inferential statistical methods were utilised to analyse associations among variables. Results: Responses were received from 359 students. The levels of resilience of students were deemed to be moderate. Small, statistically significant variations were found in academic resilience scores across cohorts, resilience scores, and empathy scores in relation to gender. Academic resilience showed a correlation to academic grades. Conclusion: Academic resilience positively correlated with academic success and was positively influenced by work experience. Strengthening students’ resilience in pharmacy education may support their academic achievement, particularly during times of change like the COVID-19 pandemic.

Empathy in Nutrition and Dietetics: A Scoping Review

BackgroundEmpathy 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. ObjectiveThis scoping review aimed to understand the approaches through which empathy is conceptualized, measured, and taught in the field of nutrition and dietetics. MethodsUsing 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. ResultsTwenty-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. ConclusionsThis 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.

Implementation of Islamic Religious Education Learning in Building Students' Social Attitude

This article discusses and analyzes the implementation of Islamic religious education learning and the supporting and inhibiting factors in shaping students' social attitudes at Balaroa Elementary School, Palu City. The type of research used in this research is qualitative field research using the Miles and Huberman analysis technique. The results showed that the implementation of Islamic religious education learning in Palu City consisted of three stages, namely initial activities, core activities, and closing activities. The supporting factor for Islamic religious education teaching at Balaroa Primary School is the addition of Islamic religious education class hours. Meanwhile, the inhibiting factors are the need for more motivation for some students and the lack of facilities and infrastructure to support learning. The analysis results show that the initial activities of Islamic religious education learning at SDN Balaroa can shape the social attitudes of students by forming an attitude of discipline, responsibility, and compassion for students. Likewise, the core learning activities can create and build an attitude of sympathy and empathy in students. Furthermore, the closing activities of Islamic religious education learning can also form an open attitude and the ability to work with students. Thus, implementing Islamic religious education at SDN Balaroa has implications for forming social attitudes in students.

Student's anxiety level towards mathematics: Basis for intervention program

This study, entitled Students’ Anxiety Level Towards Mathematics: Basis for Intervention Program, investigated Math anxiety among Liceo de Pagsanjan students via pre-interviews with teachers and students, utilizing random sampling of Grade 10 sections. The respondents of the study were composed of sixty-eight (68) Grade 10 students at Liceo de Pagsanjan. A quantitative method with online questionnaires was employed, analyzing data using Pearson r correlation and Chi-Squared correlation analysis to measure the anxiety level of the grade 10 students towards Mathematics. As the responses from the online questionnaires were converted into data, the mean, Pearson r, and chi-squared correlation analysis were used for statistical treatment. Significant links were found between students' experiences and Math anxiety, emphasizing the need for comprehensive support networks. This suggests that students' experiences have an impact on their anxiety levels about the subject. The significant relationship between experiences at home, school, and among peers underscores the need for comprehensive support networks. The "Math Anxiety Termination Program" (MATP) was proposed to address issues. However, Chi-Squared analysis showed no significant correlation between demographic factors and Math anxiety levels. Recommendations include tailored interventions and enhancing communication in a supportive environment. In light of the findings and conclusion, some recommendations, such as building upon the findings of this study and developing their own action plan or intervention program tailored to addressing math anxiety and making programs aimed at enhancing student communication and empathy, can also be adopted, creating a supportive environment where individuals feel heard and valued for their perspectives.

The Reliability, Validity and Cross-Cultural Adaptation of Turkish Version of Jefferson Scale of Empathy for Health Professions Students

Objective: The study is aimed to study for the reliability, validity, and cross-cultural adaptation of the Turkish version of the Jefferson Scale of Empathy for undergraduate health profession students (JSE-HPS).&#x0D; Methods: Cultural adaptation of JSE-HPS was carried out in 5 stages according to the protocol of Beaton et al.JSE-HPS was administered to students who educated in the departments of Physiotherapy and Rehabilitation, Nursing and Health Management. The reliability of JSE-HPS was evaluated by internal consistency and test-retest analysis using Cronbach's alpha and intraclass correlation coefficient (ICC), respectively. Criterion validity assessed by comparing the scores of JSE-HPS and Emphatic Tendency Scale (ETS). An analysis of construct validity was carried out by exploratory and confirmatory factor analysis.&#x0D; Results: The exploratory factor analysis revealed the presence of three factors that explain 44.68% of the total variance and that correspond to the dimensions of the original scale. Following factor structures were obtained as “Perspective taking”, “Compassionate care” and “Standing in patient's shoes”. Turkish version of JSE-HPS total score were significantly correlated with the ETS total score (r=0.187, p=.005). The Cronbach’s Alpha internal consistency coefficient was found α = .793. The test-retest reliability coefficient was 0.86. The confirmatory factor analysis verified a good fit of the model (χ2/df = 1.776).&#x0D; Conclusion: The Turkish version of JSE-HPS is a valid and reliable scale for evaluating empathy levels of undergraduate health professions students.

Mapping the research on healthcare students’ empathy: Insights from a bibliometric analysis

Empathy is required not only by healthcare professionals but also by students as healthcare professionals’ candidates. The research into the development of empathy in healthcare students is essential in the field of health education. This study aimed to investigate research trends in the topic of healthcare students’ empathy using bibliometric analysis. We used the Scopus database on June 17, 2023, and “empathy” AND “students” AND “pharmacy” OR “medical” OR “dentist” OR “nurse” OR “nutritionist” are the search keywords. The remaining articles were examined using VOSviewer software. The results demonstrated a rapid increase in research on the topic of healthcare students’ empathy between 2014 and 2023. The most prolific authors were Hojat, M., and Diaz-Narváez. The United States has the most publications and citations in this discipline. The keywords used in the current study were grouped into 7 clusters, and the term “human” is most frequently used. Our study contributes significantly to the developing literature on empathy for healthcare students.