BACKGROUND: Clinical empathy, a critical skill for the doctor-patient relationship, is infrequently taught in graduate medical education. No study has tested if clinical empathy can be taught effectively. OBJECTIVE: To assess whether medicine residents can learn clinical empathy techniques from theater professors. DESIGN: A controlled trial of a clinical empathy curriculum taught and assessed by 4 theater professors. SETTING: Virginia Commonwealth University, Richmond, Virginia, a large urban university and health system. PARTICIPANTS: Twenty Internal Medicine residents: 14 in the intervention group, 6 in the control group. INTERVENTION: Six hours of classroom instruction and workshop time with professors of theater. MEASUREMENTS: Scores derived from an instrument with 6 subscores designed to measure empathy in real-time patient encounters. Baseline comparisons were made using two-sample T tests. A mixed-effects analysis of variance model was applied to test for significance between the control and intervention groups. RESULTS: The intervention group demonstrated significant improvement (p ≤ .011) across all 6 subscores between pre-intervention and post-intervention observations. Compared to the control group, the intervention group had better posttest scores in 5 of 6 subscores (p ≤ .01). LIMITATIONS: The study was neither randomized nor blinded. CONCLUSIONS: Collaborative efforts between the departments of theater and medicine are effective in teaching clinical empathy techniques. © 2007 Society of General Internal Medicine.
CITATION STYLE
Dow, A. W., Leong, D., Anderson, A., Wenzel, R. P., Gennings, C., Rodgers, J., & Szari, L. (2007). Using theater to teach clinical empathy: A pilot study. Journal of General Internal Medicine, 22(8), 1114–1118. https://doi.org/10.1007/s11606-007-0224-2
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