A longitudinal curriculum to teach and assess empathy within the doctor of pharmacy curriculum

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning Pub Date : 2025-01-21 DOI:10.1016/j.cptl.2024.102279

Luma Munjy, Kathleen Besinque, Richard Beuttler, Reza Taheri, Kimberly Won, Laressa Bethishou

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引用次数: 0

Abstract

Objective

The purpose of this study is to assess changes in empathy throughout a Doctor of Pharmacy (PharmD) program using a self-assessment tool and assessment by standardized patients (SPs).

Methods

This study was conducted over the course of a three-year, accelerated PharmD curriculum. Students participated in a series of educational interventions focused on empathy development within the didactic curriculum. Within the experiential curriculum, students applied empathy skills and participated in interprofessional workshops during their experiential rotations. Self and SP assessed empathy was measured at baseline and upon conclusion of the study.

Results

PharmD students' self-rated empathy did not meaningfully change over the three-year period while SP-rated empathy increased.

Conclusion

Students were able to demonstrate empathetic behaviors as perceived by the SPs, even though they did not change their self-ratings from baseline. This difference may be due to students' ability to demonstrate empathetic behaviors without feeling higher levels of empathy or a decline in empathy due to burnout.

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在药剂学博士课程中教授和评估同理心的纵向课程

目的采用自评工具和标准化患者（SPs）评估共情在药学博士（PharmD）项目中的变化。方法本研究是在为期三年的药学博士加速课程中进行的。学生们在教学课程中参与了一系列关注移情发展的教育干预。在体验式课程中，学生们在体验轮转期间运用同理心技能并参加跨专业研讨会。在基线和研究结束时测量自我和SP评估的共情。结果自评共情在三年内无显著变化，而自评共情在三年内有显著提高。结论学生能够表现出被SPs感知到的共情行为，即使他们没有从基线改变他们的自我评价。这种差异可能是由于学生在没有感受到更高水平的同理心的情况下表现出同理心行为的能力，或者是由于倦怠导致的同理心下降。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Currents in Pharmacy Teaching and Learning EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

2.10

自引率

16.70%

发文量

192