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Related Experiment Video

Updated: Sep 17, 2025

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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A Transition Course to Reverse Empathy Decline in Medical Students.

Jeremy Howick1, Daniel Slavin1, Amber Bennett-Weston1

  • 1Stoneygate Centre for Excellence in Empathic Healthcare, Leicester Medical School, College of Life Sciences, George Davies Centre, University of Leicester, Leicester, UK.

The Clinical Teacher
|July 4, 2025
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Summary

Medical student empathy can decline during clinical training. A new transition course using near-peer mentoring and role model training was well-received and aims to combat this decline.

Keywords:
empathymedical studentstransition course

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Area of Science:

  • Medical Education
  • Empathy in Healthcare
  • Student Well-being

Background:

  • Medical students experience increased stress and decreased empathy during clinical training.
  • Transition courses can mitigate negative changes in medical student empathy.
  • Leicester Medical School developed and evaluated a novel transition course.

Purpose of the Study:

  • To evaluate the effectiveness of a newly developed transition course for medical students.
  • To address the decline in empathy observed during the transition from pre-clinical to clinical training.
  • To identify strategies for promoting empathy in medical education.

Main Methods:

  • The course incorporated near-peer mentoring, role model training for tutors, student tutorials on identifying role models, and an 'empathy champion' scheme.
  • Evaluation methods included satisfaction surveys, interviews, and counting nominated empathy champions.
  • Near-peer mentoring involved 24 pairs of students; role model training reached over 500 professionals.

Main Results:

  • The near-peer mentoring scheme was positively received, with participants engaging in interviews.
  • Role model training significantly increased healthcare professionals' confidence in implementing learning (average 8.4/10).
  • A tutorial on identifying role models was highly valued by 93% of student attendees, and 37 empathy champions were nominated.

Conclusions:

  • The transition course was well-received and effectively addresses critical issues impacting medical student empathy.
  • Educators should consider patient complexity, stressful clinical environments, and role model availability in transition courses.
  • Further research is recommended to optimize, expand, and extensively evaluate the course's impact.