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Can compassion be taught? Let's ask our students.

Delese Wear1, Joseph Zarconi

  • 1NEOUCOM, Rootstown, OH, USA. dw@neoucom.edu

Journal of General Internal Medicine
|July 10, 2008
PubMed
Summary
This summary is machine-generated.

Fourth-year medical students believe virtues like compassion are shaped by foundational experiences, preclinical coursework, and clinical role models. Positive role models and self-reflection activities can nurture these essential physicianhood qualities.

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Area of Science:

  • Medical Education
  • Physicianhood Virtues
  • Qualitative Research

Background:

  • Medical educators aim to foster virtues such as compassion, altruism, and respect in students.
  • These virtues are considered essential for good physicianhood.

Purpose of the Study:

  • To examine fourth-year medical students' perspectives on how virtues are taught.
  • To understand the influences shaping students' conceptions of compassion, altruism, and respect.

Main Methods:

  • Fourth-year medical students completed reflective essays on how their education fostered or hindered key virtues.
  • A qualitative approach analyzed 52 student essays using inductive thematic development.

Main Results:

  • Student perspectives on virtue development were influenced by foundational experiences (family, faith), preclinical education, and clinical experiences.
  • Role modeling in the clinical environment was a significant influence, with both positive and negative impacts noted.
  • Emphasis on efficiency and conflicting cues in the clinical setting were also identified as influences.

Conclusions:

  • Medical students possess inherent thoughtfulness and compassion upon entering medical school.
  • Positive role models and opportunities for critical self-reflection are crucial for nurturing physicianhood virtues.