Student empathy levels across 12 medical and health professions: an interventional study Williams, Brett, Brown, Ted, McKenna, Lisa, Palermo, Claire, Morgan, Prue, Nestel, Debra, Brightwell, Richard, Gilbert-Hunt, Susan, Stagnitti, Karen, Olaussen, Alexander and Wright, Caroline 2015, Student empathy levels across 12 medical and health professions: an interventional study, Journal of compassionate health care, vol. 2, no. 4, pp. 1-6, doi: 10.1186/s40639-015-0013-4. Attached Files Name Description MIMEType Size Downloads stagnitti-studentempathylevels-2015.pdf Published version application/pdf 557.87KB 19 Title Student empathy levels across 12 medical and health professions: an interventional study Author(s) Williams, Brett Brown, Ted McKenna, Lisa Palermo, Claire Morgan, Prue Nestel, Debra Brightwell, Richard Gilbert-Hunt, Susan Stagnitti, Karen Olaussen, Alexander Wright, Caroline Journal name Journal of compassionate health care Volume number 2 Issue number 4 Start page 1 End page 6 Total pages 6 Publisher BioMed Central Place of publication London, Eng. Publication date 2015 ISSN 2053-2393 Keyword(s) empathy health professions undergraduate curriculum Summary Background Empathy is a difficult characteristic to define, teach and assess; the ‘nebulous’ properties of empathic behaviour often means that educators fail to incorporate the explicit teaching and assessment of empathy within the curriculum. One solution suggested is that teaching empathy in an interprofessional education setting is an effective educational approach in developing empathic behaviours. Method Student participants from Monash University, Deakin University, University of South Australia, and Edith Cowan University completed a self-reporting survey package pre and post two-hour empathy workshop consisting of the Jefferson Scale of Empathy – Health Profession – Student version (JSE-HP-S). Results A total of 293 students from 12 different medical and health care professions participated in the empathy workshops. The majority of participants were from Monash University n = 230 (78 %), the nursing profession n = 59 (20 %), < 26 years of age n = 215 (73 %) and enrolled in first year studies n = 123 (42 %). Using a paired t-test repeated measure self-reported empathy levels improved at p < 0.0001, mean 114.34 vs. 120.32 (d = 0.22). Conclusion This project has shown that self-reported empathy levels have been shown to statistically improve following DVD simulation-based workshops. Language eng DOI 10.1186/s40639-015-0013-4 Field of Research 130103 Higher Education Socio Economic Objective 929999 Health not elsewhere classified HERDC Research category C1 Refereed article in a scholarly journal ERA Research output type C Journal article Copyright notice ©2015, The Authors Free to Read? Yes Use Rights Persistent URL http://hdl.handle.net/10536/DRO/DU:30079230 Document type: Journal Article Collections: School of Health and Social Development Open Access Collection Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Mon, 02 Nov 2015, 13:05:20 EST Tue, 03 Nov 2015, 04:00:29 EST Tue, 03 Nov 2015, 10:35:02 EST Tue, 03 Nov 2015, 10:35:36 EST Fri, 29 Jan 2016, 05:07:18 EST Fri, 24 Jun 2016, 11:39:34 EST Thu, 15 Sep 2016, 12:07:28 EST Tue, 15 Nov 2016, 09:04:37 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 87 Abstract Views, 20 File Downloads  -  Detailed Statistics Created: Mon, 02 Nov 2015, 13:05:20 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.