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Background
Health professionals who have experienced ill-health appear to demonstrate greater empathy towards their patients. Simulation can afford learners opportunities to experience aspects of illness, but to date, there has been no overarching review of the extent of this practice or the impact on empathic skills.
Objective
To determine from t...
Context in source publication
Citations
... Further intervention possibilities could address a physician's ability to express compassion and empathy. A recent review summarized educational methods used to address medical student empathy [91], with simulation training shown to be an effective tool [92]. A practical example that implements the described practices can be found in the Presence 5 project, which teaches physicians to better listen to patients, explore their story and emotions, and connect with them. ...
Background
The lack of trust between patients and physicians has a variety of negative consequences. There are several theories concerning how interpersonal trust is built, and different studies have investigated trust between patients and physicians that have identified single factors as contributors to trust. However, all possible contributors to a trusting patient-physician relationship remain unclear. This review synthesizes current knowledge regarding patient-physician trust and integrates contributors to trust into a model.
Methods
A systematic search was conducted using the databases MEDLINE (Ovid), Embase (Ovid), PsycINFO (Ovid), and Eric (Ovid). We ran simultaneous searches for a combination of the phrases: patient-physician relationship (or synonyms) and trust or psychological safety. Six-hundred and twenty-five abstracts were identified and screened using pre-defined criteria and later underwent full-text article screening. We identified contributors to trust in the eligible articles and critically assessed whether they were modifiable.
Results
Forty-five articles were included in the review. Patient-centered factors that contributed modifiable promoters of trust included psychological factors, levels of health education and literacy, and the social environment. Physician-centered factors that added to a trusting patient-physician relationship included competence, communication, interest in the patient, caring, the provisioning of health education, and professionalism. The patient-physician alliance, time spent together, and shared decision-making also contributed to trusting relationships between patients and physicians. External contributors included institutional factors, how payments are made, and additional healthcare services.
Discussion
Our model summarized modifiable contributors to a trusting patient-physician relationship. We found that providing sufficient time during patient-physician encounters, ensuring continuity of care, and fostering health education are promising starting points for improving trust between patients and physicians. Future research should evaluate the effectiveness of interventions that address multiple modifiable contributors to a trusting patient-physician relationship.
... By doing so, the neonatal units can implement strategies to improve clinical empathy, such as storytelling, simulation methods, and techniques that evoke emotional experiences. 26,27 These strategies should be considered for the neonatal unit investigated. This study has limitations. ...
Background
Clinical empathy is an essential part of healthcare, and patient-centered care models require clinical empathy to be established. Despite this, little is known about its measurement in the neonatal scenario.
Research Aim
To measure clinical empathy in health professionals who work with medium and high-risk neonates and build a construct of this empathy.
Research Design
Single-center survey study.
Participants and Research Context
The Jefferson Scale of Empathy for Health Professionals questionnaire was applied to health professionals who work in an intensive care unit and a medium-risk unit, in Brazil. Analysis was done using descriptive statistics and a factor analysis model, to build the construct of empathy. Overall empathy was calculated, and the domains’ punctuations were analyzed and compared to the maximum punctuation possible. The study followed the STROBE checklist.
Ethical Considerations
This study was approved by the Research Ethics Committee of the institution. All participants signed the informed consent form. Participants’ confidentiality and anonymity were protected.
Findings
Median empathy was 117 (IQR 113–124). The domain of Walking in the Patient’s Shoes had lower scores and represented 77.6% of the maximum punctuation possible. The factor analysis included three factors named Understanding, Experiences, and Treatment, and Emotional Relationships, explaining 64.3% of the overall variance. The domain Walking in the Patient’s Shoes was not included in the model.
Conclusions
In this scenario, clinical empathy should improve. There is a need to improve the domain of Walking in the Patient’s Shoes, in this case, the neonate, and provide more empathic care to them.
... Interestingly, the intervention group found caring for older persons more frustrating than the control group after the intervention This finding can be viewed as a novel contribution to research in regard to the perspective of nursing students. Karvelytė et al. (2021) and Bearman et al. (2019) found that negative feelings, such as frustration, are common in simulation training from a patient Table 5. Differences in PCOP-SF pre and post between no or <2 years of work experience and 2 or > years of work experience in the intervention group. perspective. ...
... A number of reviews on age simulations (Coelho et al., 2017;Eost-Telling et al., 2021;Gerhardy et al., 2022;Karvelytė et al., 2021) showed several methodological differences among age suit simulation studies and that most of those studies measured empathy or attitudes. However, the specific context of the simulation was hardly considered and discussed or not at all. ...
... On a further note, simulation can also be used as a method for recreating what it is like to be a patient by simulating the features of the experience of illness. As stated in a scoping review [28], these approaches aim to encourage critical reflection through experience and may cultivate greater empathic care towards patients. Despite these significant advantages, clinical simulation is not widely used by audiology and speech-language pathology educators, as reported in a recent study [23], and to the best of our knowledge, it has never been used for teaching tinnitus evaluation and management. ...
... It can be seen from the themes that emerge from the qualitative analysis that many students experienced annoyance at hearing the sound constantly, and difficulty in describing this very subjective phenomenon, and finally the difficulty of performing the psychoacoustic tasks from the perspective of the person being tested. As stated in a scoping review of healthcare professionals learning from the simulation of the experience of patient illnesses [28], 'point-of-view' simulations in healthcare education may positively promote attitudes towards empathic care and a desire to be more understanding and diligent and to demonstrate kindness toward patients in general. Other benefits of these techniques include the generation of an increased confidence in teaching and performing self-management skills, recognition of the challenges and awareness of possibilities for improvement, feelings of empowerment and ownership, and a reduction in the negative perceptions and stigma associated with the illness. ...
... A lot of students reported that the laboratory had improved their tinnitus counseling skills, both in terms of what the measurements can provide to a patient (temporary relief, a better understanding of their tinnitus, etc.) and their experience of being the patient (better understanding of what it feels like to be tested for tinnitus and living with tinnitus). These findings are consistent with what is known on the short-term effects of the simulation of the experience of illness on learners [28]. Still, psychoacoustic measures of tinnitus are not widely used in clinical settings by audiologists in the US and Canada [19]. ...
Purpose:
Student audiology training in tinnitus evaluation and management is heterogeneous and has been found to be insufficient. We designed a new clinical simulation laboratory for training students on psychoacoustic measurements of tinnitus: one student plays the role of the tinnitus patient, wearing a device producing a sound like tinnitus on one ear, while another student plays the role of the audiologist, evaluating their condition. The objective of the study was to test this new clinical simulation laboratory of tinnitus from the perspective of the students.
Method:
This study reports the findings from twenty-one audiology students (20 female and 1 male, mean age = 29, SD = 7.7) who participated in this laboratory for a mandatory audiology class at the Laval University of Quebec. Three students had hearing loss (one mild, two moderate). All students played the role of both the clinician and the patient, alternately. They also had to fill out a questionnaire about their overall experience of the laboratory.
Results:
The qualitative analysis revealed three main themes: "Benefits of the laboratory on future practice", "Barriers and facilitators of the psychoacoustic assessment", and "Awareness of living with tinnitus". The participants reported that this experience would have a positive impact on their ability to manage tinnitus patients in their future career.
Conclusion:
This fast, cheap, and effective clinical simulation method could be used by audiology and other healthcare educators to strengthen students' skills and confidence in tinnitus evaluation and management. The protocol is made available to all interested parties.
... 15 This learning modality can help psychiatrists understand their patients better by eliciting greater emotional awareness and empathy as it can provide insight into the other's perspective. 16,17 A better grasp on individuals' reception of their approach can help highlight aspects of practice that need to be improved, making the training experience more robust. For newcomers, tutorials can be conducted in the metaverse with the aim of introducing more psychiatrists to the potential of telepsychiatry. ...
... A sensory activity, like playing a completely dependent blind person while wearing an age simulation suit, allows students to put themselves in the shoes of older patients [4,41]. In this way, they can develop more empathetic attitudes and their sensitivity to the feelings of others increases [42]. Students who have empathetic attitudes towards older patients have a better understanding of the changes and illnesses that occur in old age, and have a more positive attitude towards older people, which results in better quality care [43]. ...
Background
Simulation and role-playing are the most commonly used experiential teaching methods in nursing education. The purpose of the study was to describe the impact of geriatric role-play workshops on the knowledge and skills of nursing students. We set one hypothesis: Students believe that learning through experiential role-play improves their professional competencies.
Methods
We conducted a descriptive quantitative study, collecting the data with a questionnaire. The study included 266 first-year nursing students who underwent 10 h of role-playing workshops in geriatric nursing in 2021. The questionnaire was compiled for the purpose of the present study, and its’ internal consistency was 0.844 (n = 27). We used descriptive and correlation statistical analysis.
Results
Respondents were convinced that they gained and consolidated knowledge and connected theory with practice through role-playing. They especially emphasized the abilities they acquired to communicate in a group, engage in constructive reflection, be more sensitive to one’s own emotions, and feel empathy.
Conclusions
Respondents understand the use of the role-play method as an effective form of learning in geriatric nursing. They are convinced that they will be able to use the experience when working with an elderly patient in a clinical setting.
... Arts-based approaches (e.g. role-playing, story-telling etc.) that centre compassion and empathy have long since been championed in the training of medical professionals and medical students to emulate patient experience [17][18][19], broadly deemed to be successful in instigating empathic responses and connection to the experiences of patients [20][21][22][23]. These are often delivered via the use of simulation-based education. ...
Participatory arts are increasingly recognised as a valuable and accessible mechanism for giving a voice to the experiences of individuals’ health and healthcare. In recent years, there has been a move towards embedding participatory arts-based models into public engagement processes. Here, we contribute to the existing literature on the use of participatory arts-based approaches and their role in health research and healthcare practise, focusing on two interlinked approaches, the creation of personas and storytelling. We draw on two recent projects which have utilised these approaches to inform subsequent healthcare research and as a professional training tool to improve patient experience in a healthcare setting. We add to emerging literature to outline the benefits of these approaches in supporting research and training in healthcare settings, with a focus towards the co-produced foundations of these approaches. We demonstrate how such approaches can be utilised to capture different forms of voices, experiences and perspectives to help inform healthcare research and training, rooted in the lived experience of individuals who are directly involved in the creative process of developing personas via storytelling. These approaches challenge the listener to “walk in someone else’s shoes”, using their own homes and lives as a theatrical set in which to envisage someone else’s story, involving the listener in the creative process through (re)imagining the stories and experiences of the characters. Greater use of immersive, co-produced participatory art-based approaches should be used in PPIE to inform research and training in healthcare settings as a means of centring those with lived experience through co-production. Involving those with lived experience, particularly from groups who are traditionally excluded from research, via a process which is based on co-creation and co-production, reorientates the researcher-participant dynamic to fully centre those involved in the research at the heart of the tools used to guide health and healthcare research. In this way, it may also aid in trust and relationship building between institutions and communities in a way which is focused around positive, creative methods to aid health research and healthcare processes. Such approaches may help to break down barriers between academic institutions, healthcare sites and communities.
... (p91) and increased provider satisfaction and well-being. 38,39 Peer simulation was found to be an effective teaching method to promote culturally responsive, patient-centered care 19,40 and may positively impact empathy development through greater insight into being a patient. 12,39,41 Although SBE has been well described as an educational strategy that can recreate patient care experiences in a safe learning environment, the impact of placing students in the patient role is only recently becoming a focus in the professional literature. ...
... 12,39,41 Although SBE has been well described as an educational strategy that can recreate patient care experiences in a safe learning environment, the impact of placing students in the patient role is only recently becoming a focus in the professional literature. 38,41 Our results contribute to this growing body of literature on peer simulation and the patient experience, as our students described how acting in the patient role helped them see the importance of quality patient care and understand the humanity of their future patients. We believe that the participants were able to immerse themselves in the patient role as they gained a "front row seat" to the patient experience by playing the patients themselves. ...
... However, peer simulation places the student in the patient role and "encourages critical reflection in their professional development." 38 Adding peer simulation to the arsenal of educational strategies medical educators have can foster PIF in early learners. In addition, guided reflection, such as the self-reflection assignment attached to our students' peer simulation experience as the data source for this study, is integral to the development of their professional identity because it supports student engagement as active participants in the process. ...
Introduction:
Simulation-based learning is an effective approach to teaching and assessing medical students. However, there is a lack of research regarding how playing the patient role during peer simulation impacts medical student learning. This study, therefore, examines the experiences of first-year medical students in the patient role during a high-fidelity, multiday peer simulation.
Methods:
Using a phenomenological approach to qualitative data analysis, we analyzed 175 student reflection papers assigned to the students at the conclusion of the peer simulation. Our research team individually coded each paper and then came to a consensus on themes and patterns within the data.
Results:
We discovered the following 4 themes within the data: (1) communication, (2) empathy, (3) stress, and (4) professional identity. Through observation and peer simulation students learned the importance of team, patient, and nonverbal communication, especially during transitions of care. Next, the students recognized the importance of quality patient care and prioritizing the humanity of their future patients. The students also connected stress and mistakes, teaching them the importance of stress management. Finally, inspired by their peers and looking to their future selves, the students expressed a commitment to continued professional development.
Conclusions:
The patient role during peer simulation is an impactful learning experience for first-year medical students. Our study holds important implications for ways in which medical educators can maximize the benefits of simulation-based education for junior medical student learning.
Understanding the patient's experience with COVID-19 was essential to providing high-quality, person-centered care during the pandemic. Having empathy or being able to understand and respond to the patient's experience may lead to improved outcomes for both patients and clinicians. There is mixed evidence about how best to teach empathy, particularly related to promoting empathy during COVID-19. Literature suggests that virtual reality may be effective in empathy-related education. In collaboration with four patient partners with lived experience, a 360° VR video was developed reflecting their stories and interactions with the healthcare system. The aim of this study was to pilot test the video with interprofessional healthcare providers (HPs) to explore acceptability and utility, while also seeking input on opportunities for improvement. Eleven HPs reviewed the video and participated in one of three focus groups. Focus group data were analyzed using thematic analysis. Data suggest that video content is acceptable and useful in promoting a better understanding of the patient's experience. Building on these encouraging findings, additional iterations of videos to promote empathy will be developed and tested.
