Medical Humanities Coursework Is Associated with Greater Measured Empathy in Medical Students

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• 作者：Jeremy Graham ; DO ; MA^a ; ^{jeremy.graham@wsu.edu" class="auth_mail" title="E-mail the corresponding author} ; Lauren M. Benson ; MD^b ; Judy Swanson ; MD^b ; Darryl Potyk ; MD^c ; Kenn Daratha ; PhD^d ; Ken Roberts ; PhD^a
• 关键词：Curriculum innovations ; Empathy ; Medical humanities
• 刊名：The American Journal of Medicine
• 出版年：2016
• 出版时间：December 2016
• 年：2016
• 卷：129
• 期：12
• 页码：1334-1337
• 全文大小：213 K

文摘

The primary focus of the study was to determine whether coursework in the medical humanities would ameliorate students' loss of and failure to develop empathy, a problem known to be common during medical education.

Methods

Students were offered an elective course in the Medical Humanities for academic credit. The Jefferson Scale of Empathy Student Version (JSE-S) was administered at the beginning and end of an academic year in which humanities courses were offered. Changes in JSE-S scores among students who studied Medical Humanities were compared with changes in student who did not take any humanities coursework.

Results

Medical humanities coursework correlated with superior empathy outcomes among the medical students. Of students not enrolled in humanities courses, 71% declined or failed to increase in JSE-S score over the academic year. Of those who took humanities coursework, 46% declined or failed to increase in JSE-S scores. The difference was statistically significant (P = .03). The medical humanities curriculum correlated with favorable empathy outcomes as measured by the JSE-S.

Conclusions

Elective medical humanities coursework correlated with improved empathy score outcomes in a group of US medical students. This may reflect a direct effect of the humanities coursework. Alternately, students' elective choice to take medical humanities coursework may be a marker for students with a propensity to favorable empathy outcomes.