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Medical Students’ Perspectives on the Factors Affecting Empathy Development During Their Undergraduate Training

Medical Science Educator volume 32, pages 79–89 (2022)Cite this article

Abstract

Introduction

This study investigated the perspectives of medical students on the factors influencing empathy development during their undergraduate training.

Methodology

A descriptive phenomenological approach was used to generate illustrations of empathy development and decline that had educational significance and applicability. Individual online semi-structured interviews were conducted to elicit experiential details from twelve final-year medical students. The interview recordings were transcribed verbatim, and data were analysed employing Braun and Clarke’s thematic analysis method.

Results

The self-reported empathic behavior of medical students seemed to have improved with time in medical school. Students attributed their empathy development to real patient encounters, positive role-modelling by teachers, and attainment of confidence and personal maturity. They identified exams, academic overload, time constraints, personal stresses, negative role models, unconducive learning environments, and lack of formal empathy training as barriers to empathy development.

Conclusion

Medical institutes should identify and address the barriers to empathy development and encourage the holistic development of medical students. Furthermore, medical educators should model their behavior accurately for their increasing roles and responsibilities and support the students in their empathic expressions with patients.

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Acknowledgements

We are thankful to the twelve study participants for their patience, interest, and commitment to the research.

Author information

Authors and Affiliations

  1. Department of Medical Biochemistry, SSR Medical College, University of Mauritius, Belle Rive, Phoenix, Mauritius

    Namrata Chhabra

  2. Graduate Division, University of California, San Diego, USA

    Sahil Chhabra

  3. Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa

    Elize Archer

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  1. Namrata Chhabra
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Contributions

Namrata Chhabra planned and conducted the study, analyzed and interpreted the data, and wrote the manuscript. Sahil Chhabra assisted in transcription, data analysis and interpretation, and developing the manuscript. All authors critically reviewed the manuscript and approved the final version. Elize Archer guided and supervised the study, reviewed the contents critically, assisted in analyzing and interpreting the data, and helped write the manuscript.

Corresponding author

Correspondence to Namrata Chhabra.

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Ethics Approval

The approval to conduct the study was obtained from the Institutional research ethics committee.

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The authors declare no competing interests.

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Chhabra, N., Chhabra, S. & Archer, E. Medical Students’ Perspectives on the Factors Affecting Empathy Development During Their Undergraduate Training. Med.Sci.Educ. 32, 79–89 (2022). https://doi.org/10.1007/s40670-021-01487-5

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Keywords

  • Empathy
  • Medical education
  • Medical students
  • Empathy development
  • Phenomenological approach