BACKGROUND: The emphasis in medical education on viewing the patient as a whole person addresses current concerns about the negative impact of standard physician training that may lead to impaired patient-physician relationships. PURPOSES: To assess self-ratings of empathy, spirituality, wellness, and tolerance in a sample of medical students and practitioners to explore differences by gender, age, and training. METHODS: A survey was created that assesses empathy, spirituality, wellness, and tolerance in the medical setting. Surveys were completed anonymously by medical students and practitioners from the medical school. RESULTS: The youngest groups scored highest on empathy and wellness and lowest on tolerance. Participation in medical school wellness sessions correlated with higher empathy and wellness scores; participation in both empathy and spirituality sessions correlated with higher empathy scores. CONCLUSION: Exposure to educational activities in empathy, philosophical values and meaning, and wellness during medical school may increase empathy and wellness in medical practice.
BACKGROUND: The emphasis in medical education on viewing the patient as a whole person addresses current concerns about the negative impact of standard physician training that may lead to impaired patient-physician relationships. PURPOSES: To assess self-ratings of empathy, spirituality, wellness, and tolerance in a sample of medical students and practitioners to explore differences by gender, age, and training. METHODS: A survey was created that assesses empathy, spirituality, wellness, and tolerance in the medical setting. Surveys were completed anonymously by medical students and practitioners from the medical school. RESULTS: The youngest groups scored highest on empathy and wellness and lowest on tolerance. Participation in medical school wellness sessions correlated with higher empathy and wellness scores; participation in both empathy and spirituality sessions correlated with higher empathy scores. CONCLUSION: Exposure to educational activities in empathy, philosophical values and meaning, and wellness during medical school may increase empathy and wellness in medical practice.
Authors: Rodolfo Furlan Damiano; Luciana Maria de Andrade Ribeiro; Amanda Guedes Dos Santos; Barbara Almeida da Silva; Giancarlo Lucchetti Journal: J Relig Health Date: 2017-06
Authors: Tait D Shanafelt; Colin West; Xinghua Zhao; Paul Novotny; Joseph Kolars; Thomas Habermann; Jeff Sloan Journal: J Gen Intern Med Date: 2005-07 Impact factor: 5.128
Authors: Matthew R Thomas; Liselotte N Dyrbye; Jefrey L Huntington; Karen L Lawson; Paul J Novotny; Jeff A Sloan; Tait D Shanafelt Journal: J Gen Intern Med Date: 2007-02 Impact factor: 5.128
Authors: Marcelo Schweller; Felipe Osorio Costa; Maria Ângela R G M Antônio; Eliana M Amaral; Marco Antonio de Carvalho-Filho Journal: Acad Med Date: 2014-04 Impact factor: 6.893
Authors: José M Blanco; Fernando Caballero; Fernando J García; Fernando Lorenzo; Diana Monge Journal: BMC Med Educ Date: 2018-09-12 Impact factor: 2.463