The Art of Teaching Empathy: Feasibility and Impact of Online Art-Based Education on Interns’ Empathy. A Pilot Quasi-Experimental Mixed Methods study
Notice bibliographique
Résumé
Introduction. Empathy is an essential attribute for a physician of excellence. Nevertheless, its instruction has been left out in most medical curricula, and some studies have shown a decrease in empathy during training. Since empathy requires both cognitive and emotional competence, its instruction can be very challenging. Although several studies have addressed how art-based education can foster empathy, there is a need for more robust evidence- based research with rigorous study designs. Therefore, this pilot project aimed to explore the feasibility and impact of art-based education on empathy in Brigham & Women's Hospital’s (BWH) interns. Methods. A mixed methods quasi-experimental pilot design was used, in which semi-structured interviews were embedded within a pilot quasi-experimental trial. A total of 70 interns of the BWH were enrolled in the study and designated to the intervention or control group. The curriculum consisted of two art-based sessions focused on empathy for the intervention group, delivered online necessitated by the global COVID-19 pandemic. The control group followed education as usual, which consisted of two empathy-focus sessions, part of their Humanistic Curriculum course. Two instruments with known validity, the Toronto Empathy ii Questionnaire (TEQ) and the Jefferson Scale of Physician Empathy (JSPE), were used pre- and post-intervention to measure empathy level. Additionally, after the intervention, qualitative data were collected to add new insights to understand the art-based curriculum’s impact. Results. Concerning the pilot piece, the participation rate was 30.6%. Three themes emerged from the qualitative analysis regarding acceptability: “limits of the virtual environment”, “benefits of the sessions”, and “session appraisal”. Regarding the art-based curriculum’s impact, quantitative analysis showed no association between the TEQ scores (p=0.136) and the JSPE scores (p=0.352), and the art-based curriculum. The qualitative analysis revealed how the curriculum impacted students’ empathy, with two main themes: “perceived impact” and “non-perceived impact”. Conclusion. We were unable to determine the online art-based curriculum’ feasibility to teach empathy to medical interns since the results were inconclusive, when considered in the current pandemic context. Regarding its impact on empathy, we were unable to find a significant association; however, this may result from low student participation due to COVID-19, which likely resulted in the study being underpowered. Despite this, the qualitative analysis showed a tendency of the sessions to positively influence students' reflections and actions towards empathy, raising the question of how we should be approaching the assessment of this complex construct.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,012 | 0,012 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».