Teaching medical students to express empathy by exploring patient emotions and experiences in standardized medical encounters

Abstract

Objectives: To increase medical students' ability to detect contextual and emotional cues and to respond empathetically to patients.

Methods: a training course in communication skills and patient-centered care with different teaching activities (didactic, reflective and interactive: workshops and encounters with simulated patients) was delivered to third-year medical students just before their clerkships. The program was evaluated by an external observer (OE) and simulated patients (SP) in 2 or 3 videotaped encounters.

Results: Students improved significantly from baseline to 3rd interview in all communicative skills and domains explored both in OE (32.4%) and SP (38.3%) measurement. At the end of the course students detected significantly more clues and made more empathetic expressions.

Conclusions: The course seems to improve the ability of students to explore the illness experience, showing more empathy in a more genuine way. This was carried out in consultations lasting 10min.

Practical implications: The program is effective and feasible to be applied as a regular formative activity. Further research is needed to assess whether this training program is applicable to students in more advanced educational levels and if it has any additional outcomes.

Keywords: Communication skills; Educational training; Empathy; Illness experience; Medical students; Physician doctor relationships.