OBJECTIVE: To implement an integrated module on death and dying into a 15-week bioethics course and determine whether it increased student pharmacists' empathy. DESIGN: Students participated in a 5-week death and dying module that included presentation of the film Wit, an interactive lecture on hospice, and a lecture on the ethics of pain management. ASSESSMENT: Fifty-six students completed the 30-item Balanced Emotional Empathy Scale (BEES) before and after completing the module and wrote a reflective essay. Students demonstrated an appreciation of patient-specific values in their essay. Quantitative data collected via BEES scores demonstrated significant improvement in measured empathy. CONCLUSION: A 5-week instructional model on death and dying significantly increased student empathy.
OBJECTIVE: To implement an integrated module on death and dying into a 15-week bioethics course and determine whether it increased student pharmacists' empathy. DESIGN: Students participated in a 5-week death and dying module that included presentation of the film Wit, an interactive lecture on hospice, and a lecture on the ethics of pain management. ASSESSMENT: Fifty-six students completed the 30-item Balanced Emotional Empathy Scale (BEES) before and after completing the module and wrote a reflective essay. Students demonstrated an appreciation of patient-specific values in their essay. Quantitative data collected via BEES scores demonstrated significant improvement in measured empathy. CONCLUSION: A 5-week instructional model on death and dying significantly increased student empathy.
Authors: Elizabeth T Skoy; Heidi N Eukel; Jeanne E Frenzel; Amy Werremeyer; Becky McDaniel Journal: Am J Pharm Educ Date: 2016-10-25 Impact factor: 2.047
Authors: Charlene R Williams; Philip T Rodgers; Jacqueline E McLaughlin; Thomas A Angelo; Greene Shepherd Journal: Am J Pharm Educ Date: 2020-03 Impact factor: 2.047