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Related Concept Videos

Empathy02:34

Empathy

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Some researchers suggest that altruism operates on empathy. Empathy is the capacity to understand another person’s perspective, to feel what he or she feels. An empathetic person makes an emotional connection with others and feels compelled to help (Batson, 1991). Empathy can be expressed in several ways, including cognitive, affective, and motor. 
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Patient-centered Care01:13

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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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Interdisciplinary Care: The Health Care Team-II01:18

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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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Related Experiment Video

Updated: May 12, 2025

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Co-Producing an Empathy-Focused Medical Curriculum With Patients, Educators, and Students.

Amber Bennett-Weston1, Cathy Harrell1, Andy Ward1

  • 1Stoneygate Centre for Empathic Healthcare, Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK.

The Clinical Teacher
|May 7, 2025
PubMed
Summary

Co-producing a medical curriculum with patients, educators, and students integrates patient voices. This collaborative approach enhances empathy training and clinical skills development for medical students.

Keywords:
co‐productioncurriculum developmentmedical educationpatient involvementundergraduate

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Area of Science:

  • Medical Education
  • Patient Engagement
  • Curriculum Development

Background:

  • Medical curricula often lack input from key stakeholders like patients, educators, and students.
  • This limits the adequate representation of crucial perspectives in educational content.

Purpose of the Study:

  • To describe the co-production of an empathy-focused medical curriculum.
  • To integrate patient, educator, and student voices into curriculum design.

Main Methods:

  • Utilized National Institute for Health Research co-production principles.
  • Developed three curriculum streams: empathy lectures, patient involvement in science teaching, and empathic communication skills training.
  • Conducted workshops and written engagement with purposefully sampled patients, educators, and students.

Main Results:

  • Four co-production workshops engaged 24 participants (8 patients, 8 educators, 8 students).
  • Developed new lectures on therapeutic empathy and patient involvement in biomedical science.
  • Re-framed communication and clinical skills training from a patient perspective.

Conclusions:

  • Co-production led to significant curricular changes and greater patient voice integration.
  • Key learnings include appointing a contact person, creating feedback loops, diverse engagement, openness, and transparency.
  • This model can guide future collaborative medical curriculum development.