Empathy In Students Research Articles

The Art of Empathy: Visual Art Interpretation and Creation to Enhance Empathy in DPT Students

The Art of Empathy: Visual Art Interpretation and Creation to Enhance Empathy in DPT Students

Avoiding controversy: Considerations for point-of-view nursing simulations

Point-of-view simulations involve participants engaging in simulation to experience what it might be like to live with a health condition or disability. These types of simulations have been used frequently in nurse education as a valuable pedagogical tool, as research has shown that student engagement with point-of-view simulations increases student empathy. However, point-of-view simulations have also been problematised by disability community members and scholars researching in the disability space, as ableist and culturally unsafe. This manuscript explores recommendations for, and criticisms of, point-of-view simulations and offers considerations to address these concerns.

Peran Empati dalam Pengajaran Sejarah

The role of history learning in reducing the empathy crisis is to ground historical empathy. However, teaching and research on historical empathy has not been very massive because in Indonesia the concept of historical empathy is relatively new and not much empirical data has been adopted by academics. This research aims to map the concept and teaching of historical empathy in history learning. This research uses qualitative research with a literature review method, that is: first, identifying the problem statement; second, identifying the problem statement; and third, identifying the problem statement: first, identifying the problem statement; second, identifying relevant research; third, selecting research; fourth, mapping data; and fifth, compiling, summarizing, and reporting results. The results of this study include the definition of historical empathy from various experts presented with a continuum line that is preceded by historical debates and followed by elements of historical empathy from the cognitive and affective domains and a combination of both, as well as historical empathy didactics which include: learning models that have been developed; suitable learning materials or themes; learning reflection or evaluation activities; and the level of achievement of historical empathy for students. The implication of this study is as a literature option for further researchers and as a reference material for history teachers in designing lessons that want to develop historical empathy skills in order to strengthen the character of the “Profil Pelajar Pancasila" for students who are tolerant, caring, democratic, and open-minded.

Does scratch animation for sustainable development goals (SDGs) with AI-comics impact on student empathy, self-efficacy, scriptwriting, and animation skills?

Does scratch animation for sustainable development goals (SDGs) with AI-comics impact on student empathy, self-efficacy, scriptwriting, and animation skills?

Mindfulness-based empathy training supported by Obese Simulation Suit: Randomized Controlled Trial

Nursing serves as the foundation of patient-centered healthcare services, and the empathetic connections formed between nurses and patients are integral to delivering quality care. In this context, the mental well-being and empathy levels of nurses significantly impact the efficiency of healthcare services and patient contentment. This study investigates the impact of mindfulness-based empathy training and obese simulation suits on nursing students' attitudes and empathy levels towards obese patients. The research, conducted as a randomized controlled trial, encompassed 84 nursing students and employed the "Attitude Scale Towards Obese Patients," "Jefferson Empathy Scale for Nursing Students," and "Descriptive Information Form." Data analysis involved two-factor ANOVA for mixed measurements. The study revealed significant interaction effects between group and time concerning nursing students' attitudes towards obese individuals [F(1,70) = 43.281, p < 0.05] as well as their empathy levels towards obese individuals [F(1,70) = 15.657, p < 0.05]. The experimental group exhibited a noteworthy increase in both attitudes and empathy levels compared to the control group. Furthermore, Single Factor ANOVA for Repeated Measures revealed a statistically significant difference in the experimental group's attitudes and empathy scores across pretest, posttest, and follow-up assessments [p < 0.01, partial η2 = 0.492 and 0.186, respectively]. These findings underscore the effectiveness of these interventions in enhancing essential nursing competencies necessary for providing comprehensive patient care. Thus, integrating these methods into the curriculum is recommended to cultivate more positive attitudes and heightened empathy among nursing students, particularly concerning obese patients, throughout their educational journey.

The Effects of Immersive Virtual Reality-Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study.

Immersive virtual reality (IVR)-assisted experiential learning has the potential to foster empathy among undergraduate health care students toward older adults with cognitive impairment by facilitating a sense of embodiment. However, the extent of its effectiveness, including enhancing students' learning experiences and achieving intended learning outcomes, remains underexplored. This study aims to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment as the primary outcome (objective 1) and on their learning experience (objective 2) and their attainment of learning outcomes as the secondary outcomes (objective 3). A multiple-methods design was used, which included surveys, focus groups, and a review of the students' group assignments. Survey data were summarized using descriptive statistics, whereas paired 2-tailed t tests were used to evaluate differences in empathy scores before and after the 2-hour IVR tutorial (objective 1). Focus groups were conducted to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment (objective 1). Descriptive statistics obtained from surveys and thematic analyses of focus groups were used to explore the students' learning experiences (objective 2). Thematic analysis of group assignments was conducted to identify learning outcomes (objective 3). A total of 367 undergraduate nursing and occupational therapy students were recruited via convenience sampling. There was a significant increase in the students' empathy scores, measured using the Kiersma-Chen Empathy Scale, from 78.06 (SD 7.72) before to 81.17 (SD 8.93) after (P<.001). Students expressed high satisfaction with the IVR learning innovation, with a high satisfaction mean score of 20.68 (SD 2.55) and a high self-confidence mean score of 32.04 (SD 3.52) on the Student Satisfaction and Self-Confidence scale. Students exhibited a good sense of presence in the IVR learning environment, as reflected in the scores for adaptation (41.30, SD 6.03), interface quality (11.36, SD 3.70), involvement (62.00, SD 9.47), and sensory fidelity (31.47, SD 5.23) on the Presence Questionnaire version 2.0. In total, 3 major themes were identified from the focus groups, which involved 23 nursing students: enhanced sympathy toward older adults with cognitive impairment, improved engagement in IVR learning, and confidence in understanding the key concepts through the learning process. These themes supplement and align with the survey results. The analysis of the written assignments revealed that students attained the learning outcomes of understanding the challenges faced by older adults with cognitive impairment, the importance of providing person-centered care, and the need for an age-friendly society. IVR-assisted experiential learning enhances students' knowledge and empathy in caring for older adults with cognitive impairment. These findings suggest that IVR can be a valuable tool in professional health care education.

Assessment of compassion and empathy in students of health care professions

Compassion is one of the most important qualities expected and anticipated by patients from their healthcare professionals. Empathy is the ability to recognize and respond to others’ emotions. What differentiates compassion from empathy is the creation of a strong desire to reduce suffering. To assess and compare compassion levels in students of MBBS, BSc Nursing and Bachelors in Physiotherapy (BPT) in a medical college. This is a descriptive study done at the NRI Medical College in Guntur district of Andhra Pradesh state in India, The study involved students of 6 Semester MBBS (126), BSc Nursing 4 year (89) and 4 year BPT (48). The study instruments included the Compassion Score questionnaire &amp; Toronto Empathy Questionnaire (TEQ) 3 which are both available freely in the public domain. Compassion scores in male students had a mean of 58.6 (range 22 to 78 and SD 9.2). Compassion scores in female students have a mean of 59.0 (range 29 to 80 and SD 9.1). Overall compassion scores were highest in MBBS students, both males and females when compared to Nursing and Physiotherapy students. Empathy scores also followed the same statistically significant pattern. Among compassion components, kindness was highest in BPT students while common humanity was higher in the medical students.MBBS students were seen to have significantly higher scores in all three negative components; indifference, separation and disengagement. It is proposed that the nature of training of nursing and physiotherapy students involves practical hands-on involvement in day to day care of their patients, while medical students are more involved in academic pursuits and less involvement with their patients during undergraduate training. Efforts must be made to encourage all healthcare students to inculcate empathy and compassion when communicating with patients. Empathy can be enhanced by adding training courses and workshops to the curriculum to teach empathy to develop interpersonal skills. There is a need to use innovative and creative approaches like simulation, role playing, storytelling and reflective discussion.

Does following a breast cancer patient for a day enhance medical student empathy?

Objectives The aim of this study was to investigate the hypothesis that following a breast cancer patient for a day would enhance empathy in medical students. Materials and methods This was a theory-testing case study of 4th year medical students completing a one week clinical attachment in breast disease in a UK University teaching hospital, in which half were assigned to an intervention of ‘Follow a Patient’ for a day, and the other half were controls. Reflective writing produced by the students at the end of the week was analysed using grounded theory and thematic analysis. The results were then unblinded to explore possible differences between the two groups of students. Results Thematic analysis of 52 student reflections identified 14 open codes which grouped into five global themes, one of which was ‘Demonstrates Empathy’. A total of 20 students demonstrated empathy in their writing, 15/27 from the study group and 5/25 from the control group, a difference that was significantly different p < .01. Conclusions This ‘Follow a Patient’ strategy is a useful model to include within an undergraduate curriculum to enhance medical student empathy.

The reception of digital stories in dental education: Triggering thinking skills for empathy in undergraduate dentistry students

The use of Digital Storytelling Workshops and the digital stories as an end product has been an important asset for health communication, both for raising awareness about particular health issues and the interpersonal aspects in health service presentation. Relying on the qualitative data collected through a reception survey completed by 65 undergraduate dentistry students, in the context of the health communication course in Hacettepe University, a public university in Turkey, this paper examines the reception of digital stories that were created by patients with cleft-lip and palate and craniomaxillofacial deformities, their parents and doctors in a digital storytelling workshop. This qualitative study has shown that the use of patients’, their parents’ and their doctors’ digital stories cleft-lip and palate and craniomaxillofacial deformities has helped the undergraduate dentistry students to develop an insight about their professional roles as well as connecting their theoretical knowledge of a health condition with the lived experiences by patients, patients’ parents and their doctors.

An Evaluation of Medical Students' Perceptions, Knowledge, and Attitudes About People With Disability After Attending the Learning Session on Disability Competency: A Cross-Sectional Study.

Background and objective The Medical Council of India [now replaced by the National Medical Commission (NMC)] has implemented a new competency-based curriculum for medical education. Eight competencies in the curriculum are related to the principles of disability-inclusive compassionate care. This study aimed to evaluate the knowledge, perceptions, and attitudesamong undergraduate medical students about people withdisability after attending learning sessions on disability competency. Materials and methods After they attended the learning session during the foundation course, participants were evaluated by using a questionnaire involving 26 questions, of which 17 were based on the Likert scale to assess general perceptions towards the person with a disability, while three questions aimed to assess attitudes, and six closed-ended questions tried to assess knowledge about disability. Results In the present study, 79.7% (n=157) of the students thought that people with disabilities faced problems getting involved in society, and 81.2% (n=160) felt that it was harder for them to make friends than others. The majority of the students disagreed with the idea that people with disabilities are a burden on society (n=149, 75.6%) or their families (n=119, 60.4%); 65% (n=128) of the students thought that people with disabilities are more determined than others to reach their goals and achieve more owing to their disability (n=104, 52.85%). A total of 161 (81.7%) students disagreed with the statement that people with disabilities should not be optimistic about their future. A comparison of the pre- and post-test data revealed that students' knowledge regarding disability increased and they gained a more positive attitude towards people with a disability after attending teaching and learning sessions (p<0.0001). Conclusion Our findings showed a significant improvement in the undergraduate medical students' understanding and empathy toward individuals with disabilities followingsessions on disability competency. Teaching and learning sessions on disability competencies for newly admitted students in medical school can sensitize, orient, increase knowledge, and develop positive attitudes toward people with disabilities. Further studies on the topic are needed involvingdifferent phases of clinical teaching.

Towards an empathic hidden curriculum in medical school: A roadmap.

The "hidden curriculum" in medical school includes a stressful work environment, un-empathic role models, and prioritisation of biomedical knowledge. It can provoke anxiety and cause medical students to adapt by becoming cynical, distanced and less empathic. Lower empathy, in turn, has been shown to harm patients as well as practitioners. Fortunately, evidence-based interventions can counteract the empathy dampening effects of the hidden curriculum. These include early exposure to real patients, providing students with real-world experiences, training role models, assessing empathy training, increasing the focus on the biopsychosocial model of disease, and enhanced wellbeing education. Here, we provide an overview of these interventions. Taken together, they can bring about an "empathic hidden curriculum" which can reverse the decline in medical student empathy.

Building Empathy in Students by Developing Cyber-Physical Projects Through Design Thinking

Empathy is a fundamental aspect of human behavior through which people build civilized social and interpersonal relationships. It is related to showing empathy, understanding and support, forming effective communication, dealing with conflict and is part of those factors that contribute to building a more compassionate and humane society. Despite its innate predisposition, the development of empathy is influenced by a number of factors, including learning. Developing projects through design thinking can be an effective way to foster and cultivate it in students. Applying a human-centered method such as design thinking to the process of project work enables them to develop a deeper understanding of others, build empathy, and generate solutions that respond to real-world problems. This paper explores the possibilities for achieving this goal and presents the results of a project-based learning experience integrating design thinking

Fostering historical consciousness and empathy in lower secondary students: A comparative study of history curricula in Australia and Singapore

Over the last three decades, research in history education has led to the development of more relevant, student-centred approaches to history curricula. Some researchers have argued that the mastery of historical literacy fosters individual students' personal attitudes or dispositions toward history, ranging from historical understanding to historical consciousness and empathy. This paper sets out to compare, to what extent and how, history curricula developed in Australia and Singapore have helped to encourage historical consciousness, and empathy in lower secondary school students and strengthen students' sense of relationality with those individuals and groups in society who are different from themselves. The comparative education approach adopted in this paper begins by briefly describing the social, political, and cultural context of each country before presenting a comparative analysis of the history curriculum documents of both countries. This analysis is discussed alongside personal responses from history academics, lower secondary classroom teachers, and senior teachers in charge of history. The findings indicate the two countries’ curriculum documents do seek to foster historical consciousness, while the comments of teacher participants demonstrated how their understanding of the curriculum documents had led to examples of empathy and relationality in their classroom teaching.

Using the Skill of Noticing to Support Empathy for Third-Year Medical Students in Family Medicine.

Previous research has described a waning interest among third-year students to employ empathetic practice along with decreased opportunity to develop empathic communication skills. In this study we sought to address this decline using the skill of noticing (ie, the capacity to attune to specific aspects of practice and interactions) as an intervention for third-year medical students. We designed a qualitative study to address the following research question: How can a focused noticing tool encourage empathetic moments during the patient interview for third-year medical students? Eight third-year medical students used the Social Emotional Noticing Tool (SENT) during their 4-week family medicine rotation, then joined a focus group to share their experiences with SENT and articulate barriers and opportunities toward practicing empathy during clerkship. Student participants (a) described using the tool, including barriers and opportunities; (b) made connections between the practice of noticing using SENT and enacting empathy; and (c) emphasized how enacting empathy in their third year is largely influenced by interactions with clinical faculty. The use of SENT helped students notice empathy or lack thereof. However, making connections between individual capacity for empathic interactions and the impact of positive or negative role models is necessary. Based on our findings, we encourage the need for shared responsibility among students, faculty and preceptors, and organizations.

Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study

BackgroundEmpathy and emotional intelligence are core competencies in the educational curriculum of health science students, both play a significant role in teamwork relationships and in attention patient’s cares; so innovative strategies to enhance these emotional skills are required. We prospectively tested an academic coaching program for improving empathy and emotional intelligence in students of health sciences degrees.MethodsA prospectively single arm intervention study was performed in undergraduate students of nursing, physiotherapy and occupational therapy of the Faculty of Health Sciences from the University of Granada (Spain). The three groups of students participated in nine sessions of coaching, which included a training program to manage patient’s priorities and communication, adherence to treatment, motivation and satisfaction. Survey data included the Cognitive and Affective Empathy Test (TECA), the Trait Meta-Mood Scale (TMMS-24) and the Interpersonal Reactivity Index (IRI) which were assessed at baseline and post-intervention.ResultsA total of 93 students of 259 (mean age of 21.6 ± 3.2 years) participated in the study and completed the sessions of coaching/surveys. After the intervention, we observed an improvement in the cognitive dimension of empathy among nursing students (p = 0.035) and in the affective dimension of empathy in physiotherapy students (p = 0.044). In addition, an increase on perceived emotional intelligence among students was achieved only in nursing/physiotherapy groups (p ≤ 0.048). Finally, slight improvements were founded in the dimensions “Perspective-Taking” and “Personal Distress” of the occupational therapy group (p ≤ 0.031). No significant differences were found for the rest of variables of TECA (p ≥ 0.052), TMMS-24 (p ≥ 0.06) and IRI (p ≥ 0.12).ConclusionsThis study shows that an academic coaching intervention with students from health sciences degrees improves their empathy skills and self-perceived emotional intelligence. The current findings can be used to determine more effective approaches to implementing academic coaching interventions based in better designs as clinical trial studies.

Psychological Capital, Empathy, And Interpersonal Skills Among College Students with Social Media Addiction Towards Psychoeducation Program Development

Interpersonal skills, empathy and psychological capital are important factors affecting the social development of college students with social media addiction. A standardized questionnaire was used to survey 1000 college students from 6 different universities in Anhui Province, China. This paper proposes an intervention scheme to improve the interpersonal skills, empathy skills and psychological capital of college students with social media addiction. From the perspectives of school system construction, family and teachers, some guiding suggestions are put forward to improve the behavior of college students with social media addiction, and provide support for college students with social media addiction to better adapt to society and have healthier social relations. The results show that the interpersonal skills, empathy and psychological capital of college students with social media addiction are generally poor. Gender and level of social media addiction have significant effects on empathy, while grade, major and school type have no significant effects on empathy ability. Age has significant influence on interpersonal skills, while gender, grade, major, school type and level of social media addiction have no significant influence on interpersonal skills. Gender and major have significant influence on psychological capital, but age, grade and school type have no significant influence on psychological capital. In addition, the results show that the interpersonal skills, empathy and psychological capital of college students with social media addiction are related. On this basis, a set of intervention schemes to improve the interpersonal skills, empathy and psychological capital of college students with social media addiction are proposed.

Evaluasi Kepuasan Mahasiswa Teknik Industri Terhadap Kegiatan Praktikum Dengan Metode Servqual

In the face of competition in the field of Education, universities are required to improve the quality of the learning process. The aspects included in the learning process are practicum activities. In the Industrial Engineering study program, there are several core practicums, one of which is the Integrated Industrial Engineering Practicum. This study aims to determine the quality of current PTIT practicum activities by measuring the level of satisfaction of students who take PTIT courses. The method used in measuring student satisfaction in this paper is the Service quality method (SERVQUAL). The SERVQUAL method is a method that pays attention to 5 dimensions of service quality, namely reliability, responsiveness, assurance, empathy, and tangible. This measurement is carried out to identify student expectations and perceptions from the five dimensions of Service Quality by looking at the gap value that occurs due to the mismatch between student expectations and perceptions. The data processed in this study was questionnaire data from 30 respondents. Before the analysis was carried out, data testing was carried out with validity and reality tests. The results of this study are dimensions that are not in accordance with student expectations, including tangible, assurance, and empathy dimensions, and those that are in accordance with student expectations are dimensions of reliability and responsiveness. Keywords: Practice, SERVQUAL, Students Satisfaction

Health humanities-focused interprofessional education for age-friendly care using photography and the 4Ms framework: A curricular short report

An interprofessional education activity (IPE) using visual art was implemented to develop student empathy for older adults’ lived experiences and understanding of the age-friendly healthcare 4Ms framework. Graduate students in clinical psychology, pharmacy, physician assistant, and physical therapy participated. The activity involved an introduction to the 4Ms, submitting original photographs of older adults in the context of the 4Ms, and a photography exhibition. At the exhibition, students viewed images in interprofessional groups and discussed the images using a modified visual thinking strategy followed by a facilitated discussion. Pre/post surveys for 4Ms knowledge, empathy, interprofessional learning, and satisfaction were completed. Positive changes occurred in empathy, attitudes toward IPE, 4Ms knowledge, and satisfaction. Group discussion themes identified include recognition of the ambiguity of the lived experience; awareness of cognitive bias; and changing perspective. Activities combining visual art and IPE may develop empathy and knowledge of age-friendly care in health sciences students.

EMPOWERING JUNIOR HIGH SCHOOL STUDENTS' EMPATHY AND COLLABORATION WITH DESIGN THINKING AND PJBL

This research seeks to guide the empathy of junior high school students through combining design thinking with PjBL (Project Based Learning) as many as 83 students, and two science teachers participated in this research. Data collection was carried out through interviews, observation notes, reflection notes, and student assessment rubrics to collect qualitative data. Aspects of student empathy and collaboration are built into the learning of digestive system material. Empathy as an initiator in project-based learning includes aspects of self-integrity and empathy for others which are closely related to elements of collaboration including aspects of cooperation, ways of communicating, positive dependence and social coordination. Design thinking as a process thinking framework includes the empathization stage, problem formulation, constructing ideas, constructing prototypes, and tests as student learning stages. Contextual learning with design thinking and PjBL is expected to be an integrated model to achieve aspects of the Pancasila student profile and 21st century skills.

Testimony in context

ABSTRACT The article explores how video-testimony can be effectively harnessed for education in various contexts: classroom, and public remembrance spaces including museums, in a localized manner to develop empathy, critical thinking, and civic engagement in students and the methodological culture of educators. The article focuses on the testimonies of the USC Shoah Foundation and the possibilities testimony-based materials offer for education in general and Holocaust education in particular, based on educational evaluation research results and decades of practice. Localization and student-engagement are approached through Hungarian case studies via the work of local educational NGO Zachor Foundation. The article argues for the importance of local contexts and localized educational materials and underscores the power of video testimonies as multimedia sources in delving into and dissecting historical, social, and psychological processes, revealing their intricate nuances and how they can be used by to educate youth toward a more informed and compassionate global citizenry.