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

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Medical students showed increased empathy throughout their six-year training with a new professionalism program. This program, incorporating workshops and reflections, significantly boosted scores on the Jefferson Scale of Empathy-Students (JSE-S) and Interpersonal Reactivity Index (IRI).

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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.