Zachary Weijie Fong1, Shuh Shing Lee2, Kai Zhen Yap3, Hui Ting Chng4. 1. National University of Singapore, Department of Pharmacy, Faculty of Science, Block S4A, Level 3, 18 Science Drive 4, Singapore 117543, Republic of Singapore. Electronic address: fongweijie@u.nus.edu. 2. National University of Singapore, Centre for Medical Education, Yong Loo Lin School of Medicine, Block MD 11, #05-10, Clinical Research Centre, 10 Medical Drive, Singapore 117597, Republic of Singapore. Electronic address: medlss@nus.edu.sg. 3. National University of Singapore, Department of Pharmacy, Faculty of Science, Block S4A, Level 3, 18 Science Drive 4, Singapore 117543, Republic of Singapore. Electronic address: phaykz@nus.edu.sg. 4. National University of Singapore, Department of Pharmacy, Faculty of Science, Block S4A, Level 3, 18 Science Drive 4, Singapore 117543, Republic of Singapore. Electronic address: phacht@nus.edu.sg.
Abstract
INTRODUCTION: This study aimed to investigate a workshop's impact on empathy development, compare potential differences in effects among different workshop debrief methods, and identify if any demographic factors predict empathy development. METHODS: Participants were first randomly divided to receive either a didactic lecture, a jigsaw approach, or a fishbowl approach for the debrief method. In their respective arms, participants experienced simulation stations followed by their assigned debrief. Of 167 year-two National University of Singapore pharmacy undergraduates, 130 participated in the study and completed the Jefferson Scale of Empathy-Health Professions Student (JSE-HPS) version before and after the workshop. RESULTS: The JSE-HPS scores were significantly increased post-workshop; however, no significant differences in pre-post workshop score changes were observed among the three approaches. Overall, no demographic factor was identified to have significantly influenced empathy development. CONCLUSIONS: The study demonstrated that the simulation workshop developed empathy among pharmacy students regardless of the debrief method employed within the workshop. Future work would be necessary to assess if there are long-term impacts of different debrief methods on empathy development.
RCT Entities:
INTRODUCTION: This study aimed to investigate a workshop's impact on empathy development, compare potential differences in effects among different workshop debrief methods, and identify if any demographic factors predict empathy development. METHODS:Participants were first randomly divided to receive either a didactic lecture, a jigsaw approach, or a fishbowl approach for the debrief method. In their respective arms, participants experienced simulation stations followed by their assigned debrief. Of 167 year-two National University of Singapore pharmacy undergraduates, 130 participated in the study and completed the Jefferson Scale of Empathy-Health Professions Student (JSE-HPS) version before and after the workshop. RESULTS: The JSE-HPS scores were significantly increased post-workshop; however, no significant differences in pre-post workshop score changes were observed among the three approaches. Overall, no demographic factor was identified to have significantly influenced empathy development. CONCLUSIONS: The study demonstrated that the simulation workshop developed empathy among pharmacy students regardless of the debrief method employed within the workshop. Future work would be necessary to assess if there are long-term impacts of different debrief methods on empathy development.