Ignitions of empathy: Medical students feel touched and shaken by interacting with patients with chronic conditions in communication and skills training
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Ignitions of empathy : Medical students feel touched and shaken by interacting with patients with chronic conditions in communication and skills training. / Rieffestahl, Anne Marie; Risør, Torsten; Mogensen, Hanne Overgaard; Reventlow, Susanne; Mørcke, Anne Mette.
I: Patient Education and Counseling, Bind 104, Nr. 7, 2021, s. 1668-1673.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Ignitions of empathy
T2 - Medical students feel touched and shaken by interacting with patients with chronic conditions in communication and skills training
AU - Rieffestahl, Anne Marie
AU - Risør, Torsten
AU - Mogensen, Hanne Overgaard
AU - Reventlow, Susanne
AU - Mørcke, Anne Mette
PY - 2021
Y1 - 2021
N2 - ObjectiveTo explore what and how medical students learn from patients with chronic conditions in the context of communication skills training.MethodsSemi-structured interviews and focus groups with 32 medical students. Interviews were recorded, transcribed, analyzed inductively and organized into four main narrative themes.ResultsLearning from patients provided medical students opportunities to see the world through the patients’ eyes, understand the diversity of patients’ needs, and recognize the importance of matching patients’ and doctors’ perspectives. Consequently, students expressed emotional responses on challenges in interactions with the patients related to performing the role as ‘medical expert’. Difficulty empathizing became visible in the students’ interaction with patients.ConclusionThe patients’ authentic contributions provided the students with unique opportunities to engage with their own emotions and capacity for empathy. However, for students to benefit from this affective practical training, they need guidance to balance professional and personal aspects in encounters. There is a need to introduce the ‘doctor as person’ in medical education.Practice implicationsPatients with chronic conditions strengthen students’ learning of empathy as part of transformative learning. Doing so with patients is a challenging way of learning. Thus, faculty and educators must provide explicit guidance for students to benefit.
AB - ObjectiveTo explore what and how medical students learn from patients with chronic conditions in the context of communication skills training.MethodsSemi-structured interviews and focus groups with 32 medical students. Interviews were recorded, transcribed, analyzed inductively and organized into four main narrative themes.ResultsLearning from patients provided medical students opportunities to see the world through the patients’ eyes, understand the diversity of patients’ needs, and recognize the importance of matching patients’ and doctors’ perspectives. Consequently, students expressed emotional responses on challenges in interactions with the patients related to performing the role as ‘medical expert’. Difficulty empathizing became visible in the students’ interaction with patients.ConclusionThe patients’ authentic contributions provided the students with unique opportunities to engage with their own emotions and capacity for empathy. However, for students to benefit from this affective practical training, they need guidance to balance professional and personal aspects in encounters. There is a need to introduce the ‘doctor as person’ in medical education.Practice implicationsPatients with chronic conditions strengthen students’ learning of empathy as part of transformative learning. Doing so with patients is a challenging way of learning. Thus, faculty and educators must provide explicit guidance for students to benefit.
U2 - 10.1016/j.pec.2020.12.015
DO - 10.1016/j.pec.2020.12.015
M3 - Journal article
C2 - 33376009
VL - 104
SP - 1668
EP - 1673
JO - Patient Education and Counseling
JF - Patient Education and Counseling
SN - 0738-3991
IS - 7
ER -
ID: 255553396