Empathy In Students Research Articles

Exploring the impact educational interventions have on nursing and medical students' attitudes and empathy levels towards people with disability. A systematic review.

This systematic review aimed to explore the impact educational interventions have on undergraduate nursing and medical students' attitudes and empathy levels towards people with disability. There are over one billion people with some form of disability currently. A growing body of research reveals that nurses and doctors display negative attitudes including decreased empathy towards people with disability. A systematic review using narrative synthesis of chosen randomized controlled trials was employed. A comprehensive search was completed in June 2021 on six databases (CINAHL, Medline, Science Direct, Health Research Premium - PROQUEST, Scopus. Cochrane Library). The search strategy yielded 21,616 studies and only three randomised controlled trials fulfilled the eligibility criteria. These trials included 125 participants (n = 50 medical students and n = 75 nursing students) and evaluated the effectiveness of a disabled health course, disability education module with bedside teaching and wheelchair workshop intervention. Findings from one study revealed that a disabled health course using affective learning method based on a transformative learning theory significantly improves attitudes to disability amongst nursing students however there was no statistically significant difference in empathy levels. More high-quality randomised controlled trials with greater theoretical and methodological complexity are needed to identify more effective educational approaches that enhance attitude and empathy levels of these key stakeholders.

The role of emotion regulation and empathy in students displaying cyberbullying

Anxiety, anger, sadness, and other negative emotions are the harmful effect of bullying, especially in today's digital era. Many cases of bullying happen through social media, often associated with cyberbullying. Therefore, cyberbullying is increasingly common and requires control as early as possible. This study aims to identify the role of students’ emotion regulation and empathy in cyberbullying behavior. The participants are 64 university students who tend to commit cyberbullying, chosen with the cluster random sampling technique. Three measurement tools, cyberbullying scale, emotion regulation scale, and empathy scale, were used in this study. Data were then analyzed with multiple linear regression analysis. Our finding reveals that emotion regulation significantly predicts cyberbullying, but empathy is not predicting cyberbullying. Emotion regulation allows students to keep their composure, control their words and action according to prevailing customs and norms and avoid showing aggression to people. Emotion regulation can help students to break the chain of cyberbullying.

Empathic Approaches for Supporting Black Students During Remote Learning

This article examined how elementary educators understood the experiences of Black students during remote learning and subsequently demonstrated empathy for Black students during the 2020–2021 academic year. While there is ample literature on the benefits of empathy on student outcomes, much of this research falls short in capturing the utility and complexity of empathy in remote settings. Moreover, much of the literature on empathy omits the role that identity plays in conceptualizations of empathy. Findings from this study suggest that in order for educators to bypass the physical and psychological distance created by remote instruction, educators must develop innovative and iterative practices that allow them to develop an in-depth understanding of their students, which will allow them to demonstrate appropriate empathic actions.

Learning to Teach Well in Any Format: Examining the Effects of Online Teachers’ Training on University Faculty Teaching

In the 2018/2019 academic year, Michigan Technological University’s Faculty Senate voted to require all online instructors to be trained in current best practices of online teaching to be able to teach fully online courses. With the onset of the Spring 2020 pandemic, Michigan Tech informed all faculty that the senate policy requiring online teacher certification would be enforced for Fall 2020. The faculty body responded by completing the required training. This study surveyed the faculty who completed online teaching training from 2019 through 2021 to determine how that training changed their approach to the design of a course, a lesson, and their teaching in general. This work found that the training provided essential pedagogical and instructional design education absent in most Ph.D. programs, resulting in self-reported improvements in both online and in-person instruction. Additionally, the experience of learning online increased faculty empathy for students.

Effect of Early Patient Contact on the Empathy of Medical Students in Qom, Iran

Background and Objectives: Empathy is one of the most important concepts in patient care. This study aims to design and implement an early patient contact program and investigate its effect on the empathy of medical students in Qom, Iran. Methods: This is a case-control interventional study. Sixty-four students from Qom University of Medical Sciences were recruited by a convenience sampling method and were randomly divided into intervention and control groups. The instrument was the Jefferson Scale of Empathy. First, empathy training was provided to the both groups. Then, the intervention group participated at three sessions of attending hospital. The collected data were entered into SPSS software, verion 22 and analyzed by chi-square test and paired t-test. Results: There was no significant difference between the two groups before the intervention. After the intervention, the empathy score was 74.04±10.32 in the intervention group and 68.31±8.14 in the control group; the difference between the groups was statistically significant. Conclusion: Early patient contact before the start of the internship period increases the empathy of medical students.

Fear and Empathy with COVID-19 Patients Among Medical Students

Background: The COVID-19 pandemic has induced fear and mental health problems in the community and among healthcare workers. Empathy with patients may be difficult in such situations due to urgent conditions. Objectives: We aimed to evaluate medical students’ empathy and fear toward COVID-19 patients during the pandemic. Methods: This cross-sectional study recruited 107 medical students from Shiraz Medical School in 2021. A Persian version of the Jefferson Scale of Physician Empathy (JSPE) was used to assess the participants’ empathy toward COVID-19 patients. The internal validity of the Persian version of JSPE was 0.78, and its test-retest reliability after 14 days was 0.92 in a previous study. The participants were requested to fill out a fear of COVID-19 scale (FCV-19S) previously developed to assess their fear of affliction with COVID-19. Since the normality of data distribution was not approved, we used nonparametric tests, namely, the Mann-Whitney U test and the Spearman correlation coefficient. Results: The mean empathy score based on the Persian version JSPE was 71.94 ± 12.83 out of 140, which was higher in male students and those who resided in dormitories. The mean fear score was 24.93 ± 6.16 out of 35. Participants living out of dormitories feared COVID-19 to a greater extent. No statistically significant association was found between the age of the participants and these two parameters. The Spearman correlation coefficient test showed that students with a history of COVID-19 had less fear and more empathy because of their experience with COVID-19 (r = -0.249, P-value = 0.02). Conclusions: This study highlights the impact of the pandemic on the interaction between medical students as healthcare professionals and patients by affecting medical students’ fear and empathy. The study indicates ways to improve readiness for future pandemics. Our study showed that living far away from families in dormitories may influence students’ fear and empathy. Moreover, empathy, unlike fear, was affected by gender. A reverse correlation existed between fear and empathy in students with a history of COVID-19, indicating that the more they had empathy, the less they experienced fear.

Empathy and Attitude upon An Aged Body: Aged Simulation Suit Among Undergraduate Physiotherapy Students

Background and Purpose: When empathy and attitude levels of health professionals are high, patient compliance and satisfaction are increased. The purpose of this study was to assess the empathy and attitude levels of undergraduate physiotherapy students towards older people before and after wearing the aged simulation suit by performing pre-defined related scenarios. 
 
 Methods: The aged simulation suit was put on 63 students to complete the pre-defined scenarios, which included reading, eating, walking, and sitting to determine the experiences and emotions of students via semi-structured questions and interviews. The empathy and attitude levels were evaluated using the Jefferson Scale of Empathy-Health Professions Students (JSE-HPS) version and Kogan's Attitudes Towards Old People (KAOP) scales at baseline and immediately after performed scenarios.
 
 Results: The scores of the JSE-HPS and its sub-scales, including "perspective-taking" (p=0.000) and "compassionate care" (p=0.008), were significantly improved, while "standing in patient's shoes" was significantly decreased after the intervention (p=0.005). KAOP positive items were found to be higher compared to the baseline results (p=0.040). Besides, 87.1% of the students stated that their behavior towards older people would change positively.
 
 Conclusion: Using aged simulation suits may be an effective educational technique that positively contributes to undergraduate physiotherapy students' attitudes and empathy.

간호대학생의 비판적 사고성향과 공감능력이 셀프리더십에 미치는 영향

Objectives The purpose of this study is to understand the relationship between nursing students’ critical thinking disposition, empathy ability and self-leadership, and to determine the effect of nursing students' critical thinking disposition and empathy ability to self-leadership.
 Methods The subjects of the study were nursing students enrolled in the 3rd and 4th grades of four universities in C province. Data analysis was performed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple linear regression analysis using the IBM SPSS 20.0 program.
 Results The findings showed differences in the degree of gender, age, clinical experience, religion, motive of entering nursing department, satisfaction of majors, satisfaction of communication skills, satisfaction of personal relationships and hopeful employment fields in the difference between the degree of critical thinking disposition, empathy ability and self-leadership of nursing students according to the general characteristics of the subject, but there was no difference in grade level and club activities. It was found that there was a positive correlation between self-leadership of nursing students, critical thinking disposition and empathy ability. As the result, the most influential factor to self-leadership of nursing student was critical thinking disposition followed by empathy ability, satisfaction of majors. The explanatory power of the model was 48.7%.
 Conclusions This study is significant in that it proved the importance of not only critical thinking disposition but also the humanities literacy factor such as empathy ability as an influencing factor of self-leadership. An educational approach that can improve self-leadership combined with creativity is required, and administrative and financial support for the continuous development and cultivation of self-leadership in the clinical field will be required. However, the process of recognizing the need for self-leadership by nursing students should be preceded.

Implicações da empatia nas funções executivas dos estudantes com problemas de coexistência escolar

Introduction: executive functions are the set of cognitive skills necessary to control and self-regulate behavior, and empathy is the ability to emotionally understand what others feel. Both variables interact with each other to regulate aggressive behaviors, thus low levels of empathy and poor performance in executive functions have been associated with different difficulties in school coexistence, including bullying. Objective: this study examined the role of empathy and executive functions in a population of students between 12-17 years old, belonging to a private educational institution in the municipality of Bello, Antioquia. Methodology: the research was descriptive and cross-sectional in scope. Questionnaires on school coexistence, prosocial behavior, and instruments to assess executive functions such as the TMT part B, the Stroop and the Wisconsin Card Sorting Test were applied. Results: it was evidenced that there is an association between low empathy and deficiencies in the performance of executive functions, and a relationship between adequate levels of empathy and good performance in executive functions, in the sample of students evaluated. Conclusions: a high level of empathy in prosocial students is related to better executive processing in selective attention, conflict resolution, and inhibitory control.

Bullying: Students' Soul Shakes, Destroyed, and Lost Learning Motivation, How to Bring it All Back?

The aim of the research is to find out the actions, causes, and efforts to overcome bullying at SDN Sarimulya . Data collection techniques are observation, interviews, and document studies. The results of the study (1) forms of bullying are categorized into three types of bullying, namely physical, verbal and relational bullying, (2) the causes of bullying are negative influences from the home environment, students feel powerful and feared in class, students feel jealous of other students, and lack of empathy for students with special needs, (3) efforts: the teacher approaches students who are involved in bullying, puts up pictures or posters about prohibitions on acts of bullying, and provides counseling about the dangers of bullying and collaborates with homeroom teachers and parents of students to overcome acts of bullying that are happen.

Relationship Between Nursing Students' Learning Styles, Empathy, and Cultural Competence : Is It Learned Or Naturally Formed?

Relationship Between Nursing Students' Learning Styles, Empathy, and Cultural Competence : Is It Learned Or Naturally Formed?

Effects of video-recorded role-play and guided reflection on nursing student empathy, caring behavior and competence: A two-group pretest-posttest study

AimThe study examined the differences in nursing student empathy, caring behavior and competence between the experimental and control groups before and after educational intervention and to predict the factors affecting their core competencies. BackgroundEducating nursing students in empathy and caring behaviors before entering clinical practice is challenging. DesignWe used a two-group pretest and post-test quasi-experimental design. MethodsFirst-year nursing students from medical schools in Taiwan participated in our study. Data were collected between March and May 2022. The learning method used with the intervention group was role-playing with videos and guided reflection. The control group was exposed to traditional curriculum. Empathy, caring behavior and competence were measured using the Jefferson Scale of Empathy- Healthcare Providers, the Caring Behaviors Scale and the Nursing Student Competence Scale. ResultA total of 72 participants (40 in the experimental group and 32 in the control group) were included in the final statistical analysis. The response rate was 92%. Statistically significant differences in nursing student empathy, caring behavior and competence were observed between the experimental and control groups (p < .05). The η2 effect levels were 0.083, 0.223 and 0.270. Higher caring behavior scores were significantly associated with higher nursing student competence scores (β = 0.81, 95% CI:0.66–0.97). ConclusionsEducation based on video role-play and guided reflection improved empathy, caring behavior and nursing competence in first-year nursing students.

ЕМПІРИЧНЕ ДОСЛІДЖЕННЯ ОСОБЛИВОСТЕЙ ПРОЯВУ ЕМПАТІЇ У СТУДЕНТІВ ЗВО

The article analyzes an empirical study of peculiarities of the manifestation of empathy among students of higher education institutions. Features of different approaches for understanding the concept of empathy are highlighted. The results of the research of the development of empathy among students of various specialties of the pedagogical university have been revealed. It is noted that there is a connection between the choice of professional activity, features of personal traits and manifestations of empathic abilities. The features of the manifestations of rational, emotional and intuitive channels of empathy have been determined. The priority development of such features as empathy and intuitive feeling of a person and the emotional channel of empathy in students of psychology, the intuitive channel of empathy and such features as “feeling” not only in the world of people, but also in an artistic object of students of the Institute of Arts and the rational channel is highlighted in empathy and the ability to obey norms and rules in students of future primary school teachers. It is noted that there is a connection at the level of statistical significance between personal traits and manifestations of empathy. The existence of a direct relationship at the level of statistical significance of p=0.01 between indicators of emotional stability-instability and the level of the penetrating ability of empathy, i.e. the property that allows creating an atmosphere of trustworthiness and effective communication, has been proven. The indicated inverse relationship at the level of statistical significance p=0.01 between indicators of emotional stability and the rational channel of empathy, namely the ability to understand another person, his conditions, problems, and behavior. A direct relationship at the level of statistical significance of p=0.05 has been proven among such personality manifestations as conservatism-radicalism, practicality-dreaminess and the intuitive channel of empathy. The conducted analysis emphasized the need for developmental and corrective work to harmonize empathy between students of future teachers and psychologists.

A Novel Game-Based Approach for Computer Networks

Teaching consists of Ideation, Perception, Inception, and Reproduction. A teacher's job is challenging to sustain and maintain all the above characteristics in the classroom. The vital role of a teacher in the classroom pertains to gaining the student's attention. In this gesture, the Active Learning classroom plays a predominant role in understanding a student's empathy. This paper uses a novel game-based learning-by-doing approach to imbibe the concept of the OSI model with the RRR game. The game named RRR represents Ride, Route, and Retract. The learning model applies to a representation of 3I's Tautology. The Outcome of this experiment is a representation to visualize the context and annotate the content. The pedagogy represented in this game aims to meet the learning objectives and outcomes of the specific topic that aims to meet Outcome-based Education. Keywords: Perception, Inception, pedagogy, machine learning, classroom dynamics.

Enhancing Empathy in Medical Students by Focused Learner Centered Activities

To determine the change in empathy levels of medical students during their progress in professional years internship, and to examine change in empathy after targeted empathy enhancing activities during the course of medical school. Longitudinal Study. Shifa College of Medicine/ Shifa Tameer-e-Millat University, Islamabad, from January 2015 to December 2019. Student version of Jefferson Scale of Physician Empathy was administered sequentially from 2015 to 2019 which evaluated the change in empathy of medical students in a class of 2019. Targeted empathy-enhancing activities included patient-centered module in year-three and stress management workshops in the final year of medical school. Empathy scores rose from the first year of study (4.27 ±0.38) to the third year (4.52 ±0.70). It fell over the next two years of study (4.25 ±0.62 & 4.21 ±0.40) before rising again during the internship (4.39 ±0.43) with focused empathy-enhancing activities. Patient-centered module which focused on activities that help develop empathy may have been a factor in the increase of empathy scores in the third year and internship. Placing recurring formal activities throughout all clinical years may help in enhancing empathy in medical students. Medical student empathy, Empathy enhancing targeted activities, JSPE.

A Podcast’s Effect on Empathy and Client-Centeredness in Occupational Therapy Students

A Podcast’s Effect on Empathy and Client-Centeredness in Occupational Therapy Students

Enhancing Empathy in Medical Students by Focused Learner Centered Activities

Enhancing Empathy in Medical Students by Focused Learner Centered Activities

Comparative empathy in male and female medical students: A cross-sectional, online, and survey-based study

Background: Empathy is a capability of a person to observe a subject and recognize and briefly feels the subject’s emotional state based on visual and aural inputs. Empathy is an important quality for doctors as they are involved in patient care. Aims and Objectives: We aimed to assess the level of empathy in a sample of students studying MBBS and compare the empathy according to gender. Materials and Methods: This study was a cross-sectional observational study carried out by an online survey. Medical students of our college were invited to participate in this survey. We collected data from up to 50 males and 50 females for a comparative test. The eight-item form of the empathy quotient-8 was used to assess the level of empathy among students. Scores between male and female students were compared by unpaired t-test. Result: A total of 50 males and 50 females participated in this study. Their mean age was 20.12 ± 2.14 years. One-sample t-test showed that overall students have more than average level of empathy. The gender-wise comparison showed that there was no difference in empathy between male and female students. Conclusion: From this study, we can conclude that medical students have more than average level of empathy and there is no gender difference in the level of empathy. However, this was an experience from a single institution. Further studies may be conducted to ascertain the level and comparative level of empathy between males and females with a large sample taken from different Indian states.

The role of medical students in advocacy for rare diseases – Experience from a Low- and Middle-Income Country (LMIC)

2023 marks the Year of the Zebra, a year to celebrate hope for those with rare diseases. While each individual rare disease affects few, collectively everyone living with a rare disease makes up a total of over 300 million people worldwide. The annual celebration of rare disease day allows communities to advocate for visibility, inclusion and better healthcare for those with lesser well known conditions. Having a rare disease and living in a developing country like Pakistan, where quality healthcare is itself a rare commodity, predisposes those with rare diseases to many challenges. In this light, learning from patient journeys and advocating for rare diseases is a step in the right direction to better care. In this short communication, we share experiences from Pakistan of medical students spearheading one such effort as stakeholders in the care for rare. We also discuss the importance of teaching health advocacy as part of the medical education framework, helping nurture empathy in medical students, who we hope to be leaders of better care in the future.

Relationship between Family Dynamics Characteristics and Depression among College Students in Southwest China

This study adopted the revised Self-assessment of Family Dynamics (SSFD), the Centre for Evaluation of Streaming Depression (CES-D), and the Chinese version of the Interpersonal Reactivity Indicator (IRI-C) by Zeng Weinan and others to investigate the family dynamics, depressive status, and empathy of college students in Sichuan, Chongqing, and Guizhou. The results showed that: (1) Male students’ cognitive empathy scores were significantly lower than female students; (2) The overall depression score of college students in Chongqing municipality was significantly lower than that of college students in Sichuan and Guizhou provinces; (3) Higher vocational college students’ depression scores were significantly lower than undergraduate college students; (4) The overall depression scores of college students from rural areas were significantly higher than those of college students from urban areas; (5) The only child had significantly lower depression scores than the non-only child, and significantly higher scores on all dimensions of systemic family dynamics than the non-only child; (6) Depression had a highly significant correlation with all dimensions of family dynamics traits, and depression was highly significantly associated with cognitive empathy; (7) Cognitive empathy partially mediated the relationship between illness conceptions, systemic logic, and depression, with the proportion of indirect effect accounting for the total effect of 9.18% and 2.64% respectively.