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Exploring student perceptions of empathy development during medical school - A phenomenological study
1Dermatology, Royal Victoria Infirmary, Queen Victoria Road, Newcastle upon Tyne NE1 4LP, UK.
Patient Education and Counseling
|September 5, 2022
Summary
Medical students understand empathy barriers and value authentic patient interactions. Curricula should foster inner growth through reflection and mentorship for better doctor empathy.
Area of Science:
- Medical Education
- Psychology
- Healthcare Professional Development
Background:
- Empathy is crucial for effective medical practice.
- Current medical curricula often focus on empathy display rather than its development.
- Understanding student perspectives on empathy is vital for curriculum enhancement.
Purpose of the Study:
- To explore medical students' perspectives on the teaching, learning, and development of empathy.
- To identify factors influencing empathy development in medical students.
- To understand student-valued experiences and barriers related to empathy.
Main Methods:
- Qualitative approach utilizing interpretivist methodology.
- Semi-structured interviews with ten final-year medical students at a UK university.
- Inductive thematic analysis of interview data.
Main Results:
- Five key themes emerged: 'The Empathic Process', 'Self', 'Patient', 'Teacher/Clinician', and 'Environment'.
- Significant sub-themes included personal qualities, patient factors, role-models, and assessment.
- Students highlighted the importance of authentic patient encounters, feedback, and debriefing, while noting barriers like time pressure and cognitive load.
Conclusions:
- Medical students possess awareness of their motivations and barriers to empathy development.
- Authentic patient experiences and supportive learning environments are highly valued by students.
- Curricula should integrate strategies that promote students' inner growth and reflective practices.
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