Empathy in medicine: Neuroscience, education and challenges

Ekman, Eve; Krasner, Michael S.

doi:10.1080/0142159x.2016.1248925

Cited by 52 publications

(57 citation statements)

References 51 publications

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“…Some scholars have posited a model of compassionate empathy in which both cognitive and affective dimensions contribute to caring outcomes, and which they regard as preferable to a more detached clinical relationship (Post et al, 2014;Jeffrey, 2016). This model has received support from fMRI findings and neuroscience research (Preusche and Lamm, 2016) but requires further empirical validation (Ekman and Krasner, 2017).…”

Section: Discussionmentioning

confidence: 99%

Medical Student Interpretation of Visual Art: Who's Got Empathy?

Sampson¹,

Shapiro²,

Billimek³

et al. 2018

MedEdPublish

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We have provided more information on the construction of the Art Scale. 2) We have elaborated on ideas for future research, specifically calling for interventional research to test whether empathy in medical students (as well as the foundational concepts we've identified of curiosity, connection, nuance, and complexity) can be improved through exposure to art, as well as investigation of potentially relevant variables such as background of instructor, method of instruction, type of art, and variations of setting. 3) We corrected an error in the last name of the third author.

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Section: Discussionmentioning

confidence: 99%

Medical Student Interpretation of Visual Art: Who's Got Empathy?

Sampson¹,

Shapiro²,

Billimek³

et al. 2018

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…32 Emotional resonance is automatic and may involve mirror neurones. 22 Students and doctors want to empathise with patients and feel frustrated when prevented from doing so; 34 patients want their doctors to demonstrate empathy. 26 Broyard, describing his experience as a patient, said of his doctor:…”

Section: Concernmentioning

confidence: 99%

“…22 Imagination, or perspective taking, is integral to empathising. The doctor adopts an other-orientated perspective where they are trying to see the world from the patient's point of view.…”

Section: Understanding (Cognitive)mentioning

confidence: 99%

“…[16][17][18][19][20] I hope to stimulate debate and to suggest ways of bridging the empathy gap in practice and medical education, and so enhance patient care. 13,21,22 Empathy Differing definitions of empathy highlight its varied dimensions; some focusing on understanding the patient's view (cognitive), others on sharing feelings (affective). 13,23,24 The complexity of empathy is described elsewhere; here I argue for a broader approach which embraces empathy's cognitive, affective, behavioural and moral aspects.…”

Section: Introductionmentioning

confidence: 99%

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Communicating with a Human Voice: Developing a Relational Model of Empathy

Jeffrey

2017

Journal of the Royal College of Physicians of Edinburgh

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The medical profession has adopted a cognitive model of empathy, or detached concern, in its professionalism and practice. As a consequence there is now an empathy gap which has been demonstrated by lapses in patient care in the UK. There may also be an empathy gap developing in medical students during their training. This paper argues for the adoption of a relational view of empathy which embraces emotional and moral dimensions of the concept, acknowledges the importance of the clinical context and prioritises the relationship between the doctor and patient. A relational model extends to encompass the patient's family and all members of the healthcare team. By exploring the process of empathising in clinical practice I develop a relational model that is more appropriate for modern patterns of patient care and medical education than detached concern. Adoption of a relational model of empathy in training and practice can help bridge the empathy gap.Keywords: doctor-patient relationship, empathy, medical education, professionalism Declaration of interests: No confl ict of interests declaredAbstract Introduction

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“…Yet, medical educators often struggle to teach these concepts because of their multidimensional nature and affective (or emotional) components (Ekman & Krasner 2017;Guseh et al 2015;Hinkle et al 2017). The challenges in students' development and mastery of these fundamental competencies have been further compounded by the rapid growth of electronic methods of medical documentation and communication.…”

Section: Introductionmentioning

confidence: 99%

Twelve tips for using applied improvisation in medical education

2017

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Future physicians will practice medicine in a more complex environment than ever, where skills of interpersonal communication, collaboration, and adaptability to change are critical. Applied improvisation (or AI) is an instructional strategy which adapts the concepts of improvisational theatre to teach these types of complex skills in other contexts. Unique to AI is its very active teaching approach, adapting theatre games to help learners meet curricular objectives. In medical education, AI is particularly helpful when attempting to build students' comfort with and skills in complex, interpersonal behaviors such as effective listening, personcenteredness, teamwork, and communication. This article draws on current evidence and the authors' experiences to present best practices for incorporating AI into teaching medicine. These practical tips help faculty new to AI get started by establishing goals, choosing appropriate games, understanding effective debriefing, considering evaluation strategies, and managing resistance within the context of medical education.

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Empathy in medicine: Neuroscience, education and challenges

Cited by 52 publications

References 51 publications

Medical Student Interpretation of Visual Art: Who's Got Empathy?

Medical Student Interpretation of Visual Art: Who's Got Empathy?

Communicating with a Human Voice: Developing a Relational Model of Empathy

Twelve tips for using applied improvisation in medical education

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