Abstract

ARCHER, E; CHHABRA, N; CHHABRA, S  and  CHHABRA, S. How do medical students without formal training in empathy development, understand and express empathy in the context of patient care?. Afr. J. Health Prof. Educ. (Online) [online]. 2023, vol.15, n.3, pp.2-7. ISSN 2078-5127.  http://dx.doi.org/10.7196/AJHPE.2023.v15i3.661.

BACKGROUND. Empathy is a crucial component of clinical practice and professionalism. Quantitative studies have reported empathy erosion in medical students. However, studies investigating medical students' perspectives on their understanding and behavioural expressions of empathy with patients are limited. OBJECTIVE. To explore medical students' perspectives on the nature, significance and expressions of empathy during their undergraduate training. METHODS. The study used a qualitative phenomenological approach. Twenty-five (out of 45) medical students were invited to participate. Semi-structured online interviews were conducted to elicit experiential details from participants. The recorded interviews were transcribed verbatim, and data were analysed using Braun and Clarke's thematic analysis method. RESULTS. Students described their beliefs and understanding of empathy and reflected on the process of empathising with patients. Most students defined empathy as having four interrelated and overlapping dimensions: cognitive, affective, behavioural and moral. In addition, they believed that empathising with patients was a bidirectional relational process, necessitating empathic inclination, adequate time, a non-judgemental approach and effective communication and listening skills. CONCLUSION. Empathy is more than a personal attribute; it is a multifaceted, dynamic and bidirectional relational process. Adequate time, support, stress management strategies, formal training and encouragement from experienced teachers are crucial elements to fostering genuine or deep empathy in medical students. Furthermore, students should be trained in developing emotional regulation and maintaining an appropriate balance between professional detachment and empathic connections.

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