ArticleCureus2026
Introducing Compassionate Care to Undergraduate Health Science Students and Evaluating Its Implementation: A Pilot Study.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionHealthcare education faces a documented "empathy crisis," where students often experience a decline in empathic capacity during clinical training. While compassionate care is fundamental to patient outcomes, it is frequently sidelined in traditional biomedical curricula. Asynchronous digital pedagogy offers a potentially scalable, exploratory solution to bridge this humanistic gap.
aimThis pilot study aimed to evaluate the potential impacts of an asynchronous, distance-based educational intervention in enhancing empathy and compassionate care among undergraduate healthcare students from the Departments of Nursing, Physiotherapy, and Medicine. METHODOLOGY: A pilot pre- and post-intervention study was conducted with 50 undergraduate healthcare students. In the absence of a control group, the study utilized a convenience sampling design. The intervention consisted of a five-module asynchronous digital course focusing on applications of compassionate care. Empathy and compassion competence were assessed using the Toronto Empathy Questionnaire (TEQ) and the Compassion Competence Scale (CCS). Statistical analysis was performed using non-parametric tests, including the Wilcoxon signed-rank and McNemar tests, along with Spearman's rho correlation and Bonferroni adjustments for subgroup comparisons.
resultsStatistically significant improvements were observed across all domains. Median total empathy scores (TEQ) increased from 47.00 to 55.00 (p<0.05), while the proportion of participants reflecting higher-than-normal empathy rose from 58% to 88% (p<0.05). Significant increases were also recorded in all compassionate competence dimensions: Communication, Sensitivity, and Insight. A notable "convergence effect" was observed, as Medical and Physiotherapy students, who initially presented lower baseline scores, exhibited pronounced improvements, suggesting that the intervention may help narrow inter-faculty competency gaps.
conclusionsThe findings suggest that structured, distance-based compassionate care training is associated with positive impacts on empathy and compassion-related competencies.
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