Medical Journal of The Islamic Republic of Iran (MJIRI)
Iran University of Medical Sciences
Wed, Jul 17, 2024
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Volume 33, Issue 1 (2-2019)
Med J Islam Repub Iran 2019 |
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Ahmadian Yazdi N, Soltani Arabshahi K, Bigdeli S, Ghaffarifar S. Challenges in promoting clinical empathy skills in medical students: A content analysis study. Med J Islam Repub Iran 2019; 33 (1) :621-627
URL: http://mjiri.iums.ac.ir/article-1-5124-en.html
URL: http://mjiri.iums.ac.ir/article-1-5124-en.html
Department of Medical Education, Faculty of Medicine & Center for Educational Research in Medical Sciences (CERMS), Iran University of Medical Sciences, Tehran, Iran , bigdeli.sh@iums.ac.ir
Abstract: (2625 Views)
Background: Empathy is a key clinical skill in the medical profession, and many studies have reported a decline in it among medical students during their years of education; especially, in the clinical stage, and this affective decline persists in the physician-hood. This study aimed to explore the participants' perceptions about challenges for promoting clinical empathy in training stages.
Methods: A qualitative design using content analysis was applied. Semi-structured interviews were applied to obtain data. Individual interviews were conducted with 14 interns and six clinical professors. The data were analyzed through conventional content analysis and the credibility, trustworthiness, and conformability of the data were confirmed.
Results: Data analysis led to the extraction of two main categories, including overt and covert challenges, and also four categories and nine sub-categories.
Conclusion: Resolving clinical empathy challenges in medical students requires financial and human resources, and training on the principles of effective doctor-patient interactions. Furthermore, professionalism should be strengthened in professors, and both official and hidden curricula should be revised accordingly.
Methods: A qualitative design using content analysis was applied. Semi-structured interviews were applied to obtain data. Individual interviews were conducted with 14 interns and six clinical professors. The data were analyzed through conventional content analysis and the credibility, trustworthiness, and conformability of the data were confirmed.
Results: Data analysis led to the extraction of two main categories, including overt and covert challenges, and also four categories and nine sub-categories.
Conclusion: Resolving clinical empathy challenges in medical students requires financial and human resources, and training on the principles of effective doctor-patient interactions. Furthermore, professionalism should be strengthened in professors, and both official and hidden curricula should be revised accordingly.
Type of Study: Original Research |
Subject:
Medical Education
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