Empathy among Medical Students Studying Different Curricula: A Comparative Study

Objective: To determine and compare empathy among medical students, studying two different curricula.Study Design: Cross Sectional.Place and Duration of Study: The study was carried out at the Department of Community Medicine of WahMedical College, Wah Cantt from January 2018 to June 2018.Materials and Methods: The study was carried out on second and fourth year MBBS students. The sample sizewas 90, calculated by Open Epi calculator and the students were selected by using stratified random samplingtechnique. A data collection tool comprised of two parts; demographic information about the individual wascollected in the first part and second part was based on Toronto Empathy Questionnaire. The questionnaire had16 questions and scored between 0-64. The questions were responded on a Likert scale of never, rarely,sometimes, often and always. The data was analyzed by using software program of SPSS version 20. Descriptivestatistics and Mann-Whitney U test was applied to compare the mean scores of empathy of students studyingdifferent curricula.Results: Mean score of empathy among students was 42.89+ 8.535. Mean empathy score of 2 year studentsth nd was 45.58 +7.203 and 4 year students came out to be 40.20 +8.981. Empathy was statistically significant in 2 year students and in female students; female students' empathy score was 46.38 while male students score was 39.40.Conclusion: It is concluded that 2 year students who studied integrated curriculum showed higher empathyth scores than 4 year students studying traditional curriculum. Moreover, female students showed significantlyhigher empathy scores as compared to the male students.

Can empathy be taught? A cross-sectional survey assessing training to deliver the diagnosis of end stage renal disease

Background Receiving the diagnosis of kidney failure has a major impact on patients. Yet, the way in which this diagnosis should be delivered is not formally taught within our medical curriculum. To fill this gap we set up a training course of kidney failure diagnosis delivery for nephrology trainees since 2016. This study assessed the effectiveness of this educational intervention. Methods The primary outcome was change in the empathy score immediately after the training session and several months afterward, based on the Jefferson Scale of Physician Empathy (JSPE). Self-reported change in clinical practice was also evaluated. As control groups, we assessed empathy levels in untrained nephrology trainees (n = 26) and senior nephrologists (n = 71). Later on (>6 months) we evaluated participants’ perception of changes in their clinical practice due to the training. Results Six training sessions permitted to train 46 trainees. Most respondents (76%) considered the training to have a durable effect on their clinical practice. Average empathy scores were not significantly different in pre-trained trainees (average JSPE: 103.7 ± 11.4), untrained trainees (102.8 ± 16.4; P = 0.81) and senior nephrologists (107.2 ± 13.6; P = 0.15). Participants’ empathy score significantly improved after the training session (112.8 ± 13.9; P = 0.003). This improvement was sustained several months afterwards (average JSPE 110.5 ± 10.8; P = 0.04). Conclusion A single 4-hour training session can have long lasting impact on empathy and clinical practice of participants. Willingness to listen, empathy and kindness are thought to be innate and instinctive skills, but they can be acquired and should be taught.

Exploring neurodiversity through biodiversity: Empathy of people with autism towards living beings mostly differs for a single species, ours.

Being phylogenetically close involves a greater empathy towards other species. To explore this phenomenon, this study investigates the influence of neurocognitive predispositions to empathy on our perceptions of other organisms’ emotions. Autistic spectrum disorders (ASD) are characterized, among others, by weakened empathic skills. Our online survey involved 202 raters with ASD and a control group of 1100 raters, who had to make choices to assess their empathic perceptions toward an extended photographic sampling of organisms. Results highlight that both groups present overall similar trends in their empathic preferences, with empathy scores significantly decreasing with the phylogenetic distance relatively to humans. However, the empathy score attributed to Homo sapiens in the ASD group represents a striking outlier in the yet very sharp overall correlation between empathy scores and divergence time, scoring our species as low as cold-blooded vertebrates (e.g. amphibians and reptiles). These results are consistent with previous studies, which emphasized that understanding human beings would be more difficult for people with ASD than decoding “animals”. They also support the hypothesis according to which Theory of Mind ability would not at a global deficit in people with ASD, but may relate to the mindreading of specifically human agents.

Response of salivary biomarkers to an empathy triggering film sequence—a pilot study

Empathy is a multifaceted phenomenon that is difficult to measure. Self-report questionnaires are the most common and well-validated measures while currently no validated protein biomarkers associated with the empathic reaction have been established. Trigger films have been previously used in psychological research to evoke emotions. Thus, in the present randomized cross-over study we investigated the responses of nine salivary biomarkers that have been related to emotions and stress following an empathy triggering and a control film sequence. Additionally, questionnaires for empathy (Saarbrucken Personality Questionnaire (SPQ)) and current mental stress were applied and participants were asked to assess the film protagonists’ emotions using the Positive and Negative Affect Schedule. Data from 46 participants were included in the analysis. α-Amylase, IgA, IL-1β and estradiol showed a significantly different response between the empathy and control intervention. Moreover, normalized levels of these biomarkers significantly correlated with single scales of the SPQ (control film sequence: α-amylase and IgA with personal distress; estradiol with empathic concern; IL-1β with fantasy; empathy triggering film sequence: IgA with empathic concern, fantasy and the total empathy score). These findings indicated that the observed changes in salivary biomarker levels were reflective of a physiological response to the empathy triggering film sequence. Future studies using different triggers and settings will show if the identified biomarkers can be considered as surrogate markers for empathic reactions in general.

Measurement of empathy among health professionals during Syrian crisis using the Syrian empathy scale

Background Health professionals should have certain degree of empathy to eliminate the pain and suffering of their patients. There is a need to design a scale, which can assess empathy among health professionals and is relevant to community and culture. Therefore, this study was undertaken to measure the empathy among Syrian health professionals and students of health professions using a newly designed Syrian Empathy Scale that is relevant to community during Syrian crisis. Methods A cross-sectional observational study was undertaken. A total of 214 participants (118 males and 96 females) responded to the Syrian Empathy Scale SES from Medical (n = 62), Dental (n = 152). They were 59 undergraduates, 116 postgraduates and 39 general practitioners. The SES was designed as a tool that includes 20 items in a 7-point Likert-type scale with overall score ranges from 20 to 140. Group comparisons of the empathy scores were conducted using t-test and analysis of variance (ANOVA). A factor analysis was performed. Bartlett’s test of the sphericity and the KMO measure of sampling adequacy were also determined. Cronbach’s alpha was calculated. Results A significant difference was found between males and females in the SES mean score. The ANOVA analysis showed that the SES empathy scores of dentists were higher than the SES empathy scores in medical doctors with no significant difference. The SES empathy score of undergraduates was significantly higher than postgraduates and practitioners. Findings of KMO indicated sampling adequacy (KMO = 0.824 > 0.7) and the value of Bartlett’s test of the sphericity (1255.65, df = 190, P-value< 0.001) proved that the factor analysis is meaningful and acceptable. The results of varimax rotation proved that five main factors were retained. Conclusion Findings of this study support the reliability of the newly designed Syrian Empathy Scale for measuring empathy in the field of health care. The SES can be suggested for assessing empathy in different health educational programs. However, future works are still essential to support the validity of the scale as well as to ascertain the role of empathy in improving health care.

The Resting-State Electroencephalogram Microstate Correlations With Empathy and Their Moderating Effect on the Relationship Between Empathy and Disgust

Humans have a natural ability to understand the emotions and feelings of others, whether one actually witnesses the situation of another, perceives it from a photograph, reads about it in a fiction book, or merely imagines it. This is the phenomenon of empathy, which requires us to mentally represent external information to experience the emotions of others. Studies have shown that individuals with high empathy have high anterior insula and adjacent frontal operculum activation when they are aware of negative emotions in others. As a negative emotion, disgust processing involves insula coupling. What are the neurophysiological characteristics for regulating the levels of empathy and disgust? To answer this question, we collected electroencephalogram microstates (EEG-ms) of 196 college students at rest and used the Disgust Scale and Interpersonal Reactivity Index. The results showed that: (1) there was a significant positive correlation between empathy and disgust sensitivity; (2) the empathy score and the intensity of transition possibility between EEG-ms C and D were significantly positively correlated; and (3) the connection strength between the transition possibility of EEG-ms C and D could adjust the relationship between the disgust sensitivity score and the empathy score. This study provides new neurophysiological characteristics for an understanding of the regulate relationship between empathy and disgust and provides a new perspective on emotion and attention.

Measuring Empathy among Dental Students and Interns: A Cross-Sectional Study from Dammam, Saudi Arabia

Objective. To evaluate empathy and its related factors among undergraduate dental students and interns enrolled in a public dental college in Dammam, Saudi Arabia. Materials and Methods. This cross-sectional study used the Jefferson Scale of Empathy-Health Profession Students (JSE-HPS) version to determine empathy in 362 dental students and interns in Dammam, Saudi Arabia. The JSE-HPS is a 20-item 7-point Likert scale questionnaire, and its score ranges from 20 to 140 with high values indicating increased empathy. Influences of age, gender, class year, previous year’s grade point average (GPA), educational attainment of parents, and monthly family income on empathy were evaluated. Results. Of 501 enrolled students and interns, 362 returned completed questionnaires, and the response rate of the study was 72%. The sample’s empathy score (JSPE-HPS scale) ranged from 70 to 129 with a mean of 96.75 (±13.76). Most participants believed that empathy is important for effective communication with patients (96.1%) and can improve the provider-patient relationship (95.6%). Females demonstrated a significantly higher mean empathy score (99.98 ± 14.01) than males (92.72 ± 12.35) ( P < 0.001 ). Similarly, the participants with high GPA (98.06 ± 13.69) had significantly greater mean empathy scores than those with low GPA (94.84 ± 13.68) ( P = 0.029 ). The mean empathy score increased significantly from junior students (3rd and 4th year students) to senior students (5th and 6th year students) and interns ( P = 0.008 ). Multiple linear regression analysis showed that class year (B = 2.03, P = 0.006 ) and GPA (B = 8.67, P = 0.003 ) were significant factors associated with empathy. Conclusions. Empathy is important for effective patient communication and improved provider-patient relationship. Female gender, high GPA, and class years were associated with empathy. Empathy should be integrated into dental curricula for effective student learning and positive patient care outcomes.

ANALYSIS OF THE EFFECTIVENESS OF PB DJARUM ADVERTISING SCHOLARSHIP USING THE EPIC METHOD IN 2020

This study aims to analyze about strategy effectivity of Empathy, Persuasion, Impact, and Communication (EPIC) PB Djarum. The used research methodology is a qualitative descriptive method with cross-section and primary data obtained from questionnaires, which is subsequently processed in the form of presentation of tables and charts. The used mechanical sampling is a purposive sampling method from data in 2020. The use of data analysis is using score calculation of EPIC method and calculation of effectivity level of it. The results of this study show that the variable Empathy score was 3.32 which is within the range of effective scale, variable Persuasion result of 3.26 is within the range of effective scale, variable Impact obtained a yield of 3.11 which is within the range of effective scale, Communication variables obtained results of 2.99 which is within the range of effective scale. These results indicate that strategy in the promotion of PB Djarum using EPIC method is effective as media promotion of PB Djarum. The overall value of empathy, persuasion, impact, communication on the EPIC rate is 3.17. It means the EPIC method is effective in promoting the films that will be shown at PB Djarum and can be used as one of the marketing tools.

Mapa da Empatia em Saúde como instrumento de reflexão em cenário de ensino não assistencial

Introduction: The development of empathy during graduation aims at forming graduates who are more prepared to build a good relationship with their patients. The health empathy map (HEM) is an adapted tool with the purpose of developing empathy in students and future doctors using self-reflection. Objectives: To evaluate the effect of using the HEM, in the tutorial group scenario, on the empathy score measured by the Jefferson scale and in the assessment of the students’ empathic relationship with their patients. Method: This was a quasi-experimental study that used a mixed-method approach, in the explanatory plan modality carried out with 56 students from the 5th semester of the undergraduate medical course at José do Rosário Vellano University, UNIFENAS-BH. The students were divided into two groups: G1: students who used the HEM in the tutorial group (TG) strategy and G2: students who did not use HEM in the TG. All students completed a sociodemographic questionnaire at the beginning of the study and the Jefferson Empathy Scale at the beginning and the end of the study. Statistical analyses were performed comparing the JSPE-Br scores between the groups and the study phases, and the HEM content analysis was performed. Results: The global empathy score was high in all phases of the study and did not differ between the groups. The content analysis revealed that the HEM encouraged students to reflect on the patients’ conditions, based on the mainstays of empathy, and considering the reading of their narratives. The reflections ranged from the biomedical aspects to complex socio-affective perspectives. Conclusion: HEM stimulated the students’ empathic reflection in a non-care setting and was able to identify the scope of the reflections, allowing the different perspectives to be discussed.

The Health Empathy Map as an instrument of reflection in a non-care teaching scenario

Introduction: The development of empathy during graduation aims at forming graduates who are more prepared to build a good relationship with their patients. The health empathy map (HEM) is an adapted tool with the purpose of developing empathy in students and future doctors using self-reflection. Objectives: To evaluate the effect of using the HEM, in the tutorial group scenario, on the empathy score measured by the Jefferson scale and in the assessment of the students’ empathic relationship with their patients. Method: This was a quasi-experimental study that used a mixed-method approach, in the explanatory plan modality carried out with 56 students from the 5th semester of the undergraduate medical course at José do Rosário Vellano University, UNIFENAS-BH. The students were divided into two groups: G1: students who used the HEM in the tutorial group (TG) strategy and G2: students who did not use HEM in the TG. All students completed a sociodemographic questionnaire at the beginning of the study and the Jefferson Empathy Scale at the beginning and the end of the study. Statistical analyses were performed comparing the JSPE-Br scores between the groups and the study phases, and the HEM content analysis was performed. Results: The global empathy score was high in all phases of the study and did not differ between the groups. The content analysis revealed that the HEM encouraged students to reflect on the patients’ conditions, based on the mainstays of empathy, and considering the reading of their narratives. The reflections ranged from the biomedical aspects to complex socio-affective perspectives. Conclusion: HEM stimulated the students’ empathic reflection in a non-care setting and was able to identify the scope of the reflections, allowing the different perspectives to be discussed.