Bibliographic record
Abstract
Background: Clinical empathy has been repeatedly shown to increase patient satisfaction and improve clinical outcomes; therefore it forms an important cornerstone of the physician-patient therapeutic relationship. While some studies have shown that empathy in medical students decreases over the course of their education, other studies have contested these findings. Purpose: This paper reviews studies and relevant literature in order to explore the relationship between medical education and clinical empathy, and in particular, the difference in results between those studies that demonstrated a decline in clinical empathy and those studies that did not. Conclusion: Study design and methodology, differences in clinical culture, and differences in curriculum were identified as three possible influences that explain the lack of consensus in the literature. This paper recommends a twofold approach to further research in the field of clinical empathy development. First, future studies examining this phenomenon should focus on longitudinal designs that incorporate objective measures and patient factors rather than relying exclusively on cross-sectional studies utilising self-assessment. Second, medical schools should be encouraged to adopt or develop techniques to assess the clinical empathy of their students and implement solutions to mitigate a decline in empathy if required.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.148 | 0.037 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".