At a glance
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Evolution of Empathy and Emotional Intelligence During a Doctor-patient Relationship Training for 4th Year Medical Students
In Brief
An observational study evaluating Training mandatory module about the therapeutic relationship for Empathy and Emotional Intelligence. Completed, enrolled 403 participants across 1 site.
Detailed Summary
Background: Empathic skills of medical students decrease during their studies. Besides, communication skills training is French context. In this context doctor-patient relationship training was built at Paris Descartes University for the 4th year medical students. Implementation of this training aims at maintaining or even increasing empathic and emotional skills of students. Objective: to evaluate effectiveness of this training on medical students skills, knowledge and attitudes. Methodology: Interventional and longitudinal monocentric study Pre/post-test auto-assessment for * empathic skills score assessed with the Jefferson Scale of Physician Empathy- Medical Student Version (JSPE-MS) * emotional intelligence's score assessed with the Emotional Expressivity Scale (EES) * students' declarative knowledge of the doctor-patient relationship assessed with multiple choice question. Post-test assessement for: * empathic skills assessed by simulated patients with CARE grid during the Objective Structured Clinical Examination (OSCE). * satisfaction auto-questionnaire. * socio-demographic and education data.
Study Details
Timeline
Interventions
The training programme is composed by: * 2 lectures (optional) * 6 supervision sessions by Balint type groups (5 of which are mandatory); * 5 role-plays (all required); * 2 OSCE with patient actors (all required). This teaching is initiated by two lectures on the relationship, the awareness, the listening, the empathy, the therapeutic distance, and the personal impacts that affect the relationship. It included six sessions of Therapeutic Relation Training Groups inspired by the Balint groups. Five role-play sessions are also organized from January to May, the students could play the doctor or the patient. The scenarios are about the following themes: announcement of bad news; accompaniment of chronic disease; management of aggressiveness and hostility; etc. After the role-play, a feedback done by the teacher and the group helps to elaborate what has happened. Finally, a formative assessment will be made during the Clinical Objective Structured Examination.