ArticleJournal of medical education and curricular development
Restoring Empathy in Medical Education: The Measurable Impact of a Humanities-Based Course on Empathy.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
6 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Objective: To evaluate the effects of an educational intervention, the elective course "Humanistic Values and Contemporary Medicine," on medical students' empathy levels and to examine the predictive value of demographic and educational variables. Methods: A cross-sectional survey was conducted among 112 medical students using a modified Toronto Empathy Questionnaire assessing empathy in both personal and clinical contexts. Demographic and educational data were collected and analyzed for associations with empathy scores. Results: Most students recognized the importance of empathy, but only a subset had received formal education on the topic. Enrollment in the elective course was significantly associated with higher empathy scores. Gender showed a nearly significant effect, with female students tending to score higher. Other factors, including clinical training, living arrangements, and personal experience with chronic illness, were not significant predictors of empathy. Conclusion: Empathy is amenable to structured educational interventions and should be intentionally cultivated during medical training to support future physicians' interpersonal competencies and emotional resilience.
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