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ERIC Number: EJ1145376
Record Type: Journal
Publication Date: 2017-Jul
Pages: 8
Abstractor: As Provided
ISSN: ISSN-2324-805X
"Empathize with Me, Doctor!" Medical Undergraduates Training Project: Development, Application, Six-Months Follow-Up
Kiosses, Vasileios N.; Tatsioni, Athina; Dimoliatis, Ioannis D. K.; Hyphantis, Thomas
Journal of Education and Training Studies, v5 n7 p20-27 Jul 2017
The aim of the study was to assess the effectiveness of specially designed, empathy training for medical undergraduates, based on the principles of Person-Centered Approach. Within the context of the humanistic person-centered patient care, the experiential, 60-hour "Empathize with me, Doctor!" training program contains theory, personal development and skills development. Role plays, experiential exercises, self-awareness exercises, active listening practice and conduction of a person-centered interview constituted the training. Forty-two medical undergraduates (66% females; 29% fourth year of study, 40% fifth, 31% sixth) from the University of Ioannina in Greece applied and all of them completed the empathy training. Forty-five medical students comprised a similar according to age and year of studies control group. The Jefferson Scale of Physician Empathy (JSPE) was used to assess the empathic performance, and Cohen's d to assess the practical importance of any statistical difference. The JSPE mean score (and standard deviation) before, after and six months follow-up was 109.3(12.7), 121.1(9.0), 121.1(9.5), respectively. The before-after and before-follow-up difference was highly significant (CI95%, p<0.001 in both cases), and of great practical importance (d = 1.072, d = 1.052, respectively), while no decrease was observed six-months later (CI 95%, p = 0.999, d<0.001). Control group reached a JSPE 108.7(10.5), similar to intervention group before training (CI95%, p = 0.832), and highly different and important compared to after (CI 95%p<0.001; d = 1.268) and follow-up (CI 95%, p<0.001; d = 1.238) intervention scores. The "Empathize with me, Doctor!" improved significantly and importantly medical undergraduates' empathic performance, which was maintained intact for at least six months.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A