Increase in self-reported empathy during medical school training: A longitudinal study

Area of Science:

• Medical Education
• Psychology
• Clinical Practice

Background:

• Empathy is crucial in clinical settings but often inadequately addressed in medical education.
• This study investigates empathy development in medical students over six years.
• A new curriculum featuring workshops and self-reflections was implemented.

Purpose of the Study:

• To assess the longitudinal evolution of medical students' empathy.
• To evaluate the impact of a novel professionalism program on empathy.
• To analyze changes in empathy scores across undergraduate medical training.

Main Methods:

• The study followed the 2016 medical class from Year 1 to Year 6.
• Students completed the Jefferson Scale of Empathy-Students (JSE-S) and Interpersonal Reactivity Index (IRI) at multiple time points.
• Data were analyzed using repeated measures ANOVA, with NEO Five-Factor Personality Inventory collected at baseline.

Main Results:

• A significant increase in empathy scores was observed across the six years for both JSE-S (p < 0.001) and IRI (p < 0.001).
• Post-hoc analyses revealed significant empathy score increases from Year 1 to Year 6 (T3 vs T0) for both instruments.
• Specific significant increases were noted between Year 3 and Year 6 (T3 vs T2) and earlier stages for JSE-S.

Conclusions:

• The implemented professionalism program was associated with a significant enhancement of medical student empathy.
• Both JSE-S and IRI scores demonstrated a positive trend throughout the six-year curriculum.
• This suggests that targeted educational interventions can effectively foster empathy in future physicians.