Exploring student perceptions of empathy development during medical school - A phenomenological study.

Abstract

Empathy is an essential attribute of a good doctor. There are multiple dimensions to empathy, yet many curricula are limited to empathy display. This study's aim was to understand the relationship between teaching, learning and development of empathy from the perspective of medical students. A qualitative approach was used with interpretivist methodology. Ten final year medical students from a single UK University were interviewed. Findings came from inductive thematic analysis. Five major themes were identified: 'The Empathic Process'; 'Self'; 'Patient'; 'Teacher/Clinician'; 'Environment'. Sub-themes included personal qualities, patient factors, role-models and assessment. Students value authentic patient encounters, focused feedback and opportunities for debriefing. Barriers include cognitive load, time-pressures and being observed. Students can maintain empathy through self-checking and addressing biases. Students are aware of their motivations and barriers towards empathy development and can describe meaningful experiences relating to this during medical school. Students acknowledge controversy surrounding assessment of empathy, but clearly value authentic patient experiences and an environment which is free from scrutiny and distractions. In addition to teaching communication skills, undergraduate programmes should focus on students' inner growth. This may be achieved by guiding students through meaningful reflection and open dialogue with supportive mentors.