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Project-based learning approach to increase medical student empathy.

Kyong-Jee Kim1

  • 1Department of Medical Education, Dongguk University School of Medicine, Goyang-si, Korea.

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Summary

Empathy training using project-based learning improved empathic communication skills in medical students. Notably, students with lower baseline empathy showed significant gains, highlighting the approach's effectiveness.

Keywords:
Interpersonal Reactivity IndexTeaching and learning methodsempathymedical studentproject-based learning

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Area of Science:

  • Medical Education
  • Psychology
  • Communication Studies

Background:

  • Medical education increasingly emphasizes the importance of empathy in patient care.
  • Traditional empathy training methods may not fully engage students in developing practical empathic abilities.
  • Project-based learning (PBL) offers a novel approach to experiential learning in medical curricula.

Purpose of the Study:

  • To evaluate the impact of a project-based learning approach on developing empathic abilities in second-year medical students.
  • To assess changes in empathy using standardized inventories and qualitative analysis of reflective reports.
  • To determine if PBL enhances empathic communication skills and understanding of empathy.

Main Methods:

  • A one credit-hour course on empathic communication was delivered over a semester to Year 2 medical students.
  • Students participated in collaborative team projects involving interviewing individuals and reporting shared empathy.
  • Empathy was measured using the Interpersonal Reactivity Index (IRI) in pre- and post-tests; reflective reports underwent qualitative analysis.

Main Results:

  • Overall empathy scores did not significantly change across the cohort (p = .06).
  • Medical students with lower initial empathy scores demonstrated significant improvement in empathy post-intervention (p < .01).
  • Qualitative analysis of reflective reports indicated students found the PBL approach beneficial for understanding and enhancing empathic communication.

Conclusions:

  • Project-based learning is an effective strategy for enhancing medical student empathy, particularly for those starting with lower levels.
  • The experiential nature of PBL facilitates deeper understanding and practical application of empathic communication skills.
  • This approach holds promise for improving patient-centered care through better-trained medical professionals.