Conceptual
Framework
Current Perceptions on Medical Empathy
In order to effectively create a conceptual framework for creating a culture of empathy, I had to first review the current perception of empathy in Undergraduate Medical Education. In doing this, I found that Hojat et al., examined physician empathy in 2002 by determining an empathy score using the Jefferson Scale of Physician Empathy.
The researchers, “designed [the] study to empirically examine the underlying structure of a newly developed scale of physician empathy and its reliability as well as to investigate differences in empathy scores between male and female physicians and among physicians in different specialties” (Hojat et al., 2002, p. 1564).
The study included:
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704 unidentified physicians out of 1007
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Reviewed the gender, age and specialties of the physicians.
Researchers agree that empathy levels vary according to certain characteristics of trainees. It may depend on gender, age and speciality choice.
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The findings were discussed in depth and were said to be multidimensional consisting of three components. The attributes included: perspective taking, compassionate care and personality. It was recommended that targeted educational activities be used and further empirical research take place. Hojat et al., (2002) also indicated that, “medical schools are expected to educate altruistic physicians who must be compassionate and empathetic in caring for patients” (p. 1563).
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“Physician empathy leads to improved patient satisfaction greater adherence to therapy better clinical outcomes and lower malpractice liability” (Batt-Rawden et al., 2013, p. 1171), but it also improves medical students’ wellness when they practice empathy themselves. Furthermore, "negatively perceived medical school learning environments may adversely impact empathy, professionalism, academic success, and quality of life" (Dunham et al., 2017 p. 2).
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Hojat et al. (2002) suggest that, “this study is a step toward clarification and measurement of physician empathy” p. 1568).
The educational activities highlighted by Hojat et al. (2002) include:
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Perspective taking
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Compassionate care
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Personality
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Hardy (2016) describes the studies from Hojat et al., and argues, “that medical students are specifically trained to lack empathy; not explicitly in their curriculum, but rather as a side effect of the attitude required to get through medical school. This drop in empathy appears to have something to do with the education of medical students, occurring around the third year of medical training” (p. 238).