Journal of General Internal Medicine

, Volume 27, Issue 10, pp 1280–1286

Empathy Training for Resident Physicians: A Randomized Controlled Trial of a Neuroscience-Informed Curriculum

Authors

    • Massachusetts General Hospital
    • Harvard Medical School
    • Empathy and Relational Science Program, Department of PsychiatryMassachusetts General Hospital
    • Associate Clinical Professor of Psychiatry, Harvard Medical SchoolMassachusetts General Hospital
  • John M. Kelley
    • Massachusetts General Hospital
    • Harvard Medical School
    • Endicott College
    • Empathy and Relational Science Program, Department of PsychiatryMassachusetts General Hospital
  • Robert W. Bailey
    • Massachusetts General Hospital
    • Empathy and Relational Science Program, Department of PsychiatryMassachusetts General Hospital
  • Emily J. Dunn
    • Massachusetts General Hospital
    • Empathy and Relational Science Program, Department of PsychiatryMassachusetts General Hospital
  • Margot Phillips
    • Massachusetts General Hospital
    • Empathy and Relational Science Program, Department of PsychiatryMassachusetts General Hospital
Original Research

DOI: 10.1007/s11606-012-2063-z

Cite this article as:
Riess, H., Kelley, J.M., Bailey, R.W. et al. J GEN INTERN MED (2012) 27: 1280. doi:10.1007/s11606-012-2063-z

Abstract

Background

Physician empathy is an essential attribute of the patient–physician relationship and is associated with better outcomes, greater patient safety and fewer malpractice claims.

Objective

We tested whether an innovative empathy training protocol grounded in neuroscience could improve physician empathy as rated by patients.

Design

Randomized controlled trial.

Intervention

We randomly assigned residents and fellows from surgery, medicine, anesthesiology, psychiatry, ophthalmology, and orthopedics (N = 99, 52% female, mean age 30.6 ± 3.6) to receive standard post-graduate medical education or education augmented with three 60-minute empathy training modules.

Main Measure

Patient ratings of physician empathy were assessed within one-month pre-training and between 1–2 months post-training with the use of the Consultation and Relational Empathy (CARE) measure. Each physician was rated by multiple patients (pre-mean = 4.6 ± 3.1; post-mean 4.9 ± 2.5), who were blinded to physician randomization. The primary outcome was change score on the patient-rated CARE.

Key Results

The empathy training group showed greater changes in patient-rated CARE scores than the control (difference 2.2; P = 0.04). Trained physicians also showed greater changes in knowledge of the neurobiology of empathy (difference 1.8; P < 0.001) and in ability to decode facial expressions of emotion (difference 1.9; P < 0.001).

Conclusions

A brief intervention grounded in the neurobiology of empathy significantly improved physician empathy as rated by patients, suggesting that the quality of care in medicine could be improved by integrating the neuroscience of empathy into medical education.

KEY WORDS

empathyrandomized controlled trialcommunication skillsgraduate medical educationpatient–physician relationship

Copyright information

© Society of General Internal Medicine 2012