Empathy during doctor-patient relationship (Doctoral thesis)
Κιοσσές, Βασίλειος Ν.
Doctor-patient relationship has been the basic therapeutic tool for a doctor during clinical encounters. In recent years, high tech medicine has undercut the value previously placed on the doctor/patient relationship. Doctors spend more and more time tending their powerful medical tools, less and less time getting to know their patients. The objective was to assess the effectiveness of specially designed empathy training. Furthermore, using Interpretative Phenomenological Analysis, we aimed to identify how the participation in this training was experienced by the students. The “Empathize with me Doctor” project was a small group experiential training, lasted 60 hours distributed in three 20-hour workshops four weeks apart from each other, including theory, personal development, and skills development. Due to the experiential nature of the training, theory and practice were interwoven and not separated during the training process. During three consecutive semesters, spring 2014, winter 2014 and spring 2015, forty-two medical undergraduates successfully completed the full empathy training as designed. During the spring 2015 semester, 45 undergraduates participated in the control group, with no difference compared to intervention group according to gender (p=0.878) and year of study (p=0.43). The mean score (and standard deviation) before, after, and six months later was 109.3 (12.7), 121.1 (9.0), and 121.1 (9.5) respectively. The before and after difference was highly significant (p<0.001), as well as the before and six months later (p<0.001), with no any mean score decrease between after and six-month follow-up (p=0.999). The effect size was very large for the before–after and before–follow-up assessment (Cohen’s d 1.072 and 1.052, respectively), while extremely low effect size between after and follow-up was observed (d<0.01). The mean score for the control group was 108.7 (10.5). There was no difference with the intervention group before training (p=0.797), but very high difference after (p<0.001) and six-month follow-up (p<0.001). Accordingly, there was very low effect size for the control group versus the intervention group before the training (Cohen’s d=0.051), while large effect size observed for the controls versus after (d=1.268) and follow-up (d=1.238). The “Empathize with me Doctor” project improved statistically, significantly and practically medical students’ empathic performance, compared to the control group. The combination of the experiential learning, the personal development and the skills development may be responsible for the strong results. This experiential nature of the training facilitated the participants to introspect and refine the way they relate to others, patients or friends and family. Additionally, the present study identified the fact that the distorted perception of what empathy is and how it can be promoted may lead to false measurements of the empathic performance (the Socates bias).
|Alternative title / Subtitle:||ανάπτυξη, εφαρμογή και αξιολόγηση του προγράμματος εκπαίδευσης φοιτητών ιατρικής στην ενσυναίσθηση «Έλα στη θέση μου, Γιατρέ!»|
development, application and evaluation of the “Empathize with me, Doctor!” training project
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Υγείας. Τμήμα Ιατρικής|
|Keywords:||Ενσυναίσθηση,‘Έλα στη θέση μου, Γιατρέ!,Ιατρική εκπαίδευση,Φοιτητές ιατρικής,Εκπαίδευση,Η κατά Σωκράτη μεροληψία,Empathy,Empathize with me, Doctor!,Medical education,Medical students,Education,Socrates bias|
|Appears in Collections:||Διδακτορικές Διατριβές|
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|Δ.Δ. ΚΙΟΣΣΕΣ ΒΑΣΙΛΕΙΟΣ Ν. 2017.pdf||2.29 MB||Adobe PDF||View/Open|
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