Dow Alan W, Leong David, Anderson Aaron, Wenzel Richard P
Department of Internal Medicine, Virginia Commonwealth University, Richmond, VA 23298-0102, USA.
J Gen Intern Med. 2007 Aug;22(8):1114-8. doi: 10.1007/s11606-007-0224-2. Epub 2007 May 8.
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.
To assess whether medicine residents can learn clinical empathy techniques from theater professors.
A controlled trial of a clinical empathy curriculum taught and assessed by 4 theater professors.
Virginia Commonwealth University, Richmond, Virginia, a large urban university and health system.
Twenty Internal Medicine residents: 14 in the intervention group, 6 in the control group.
Six hours of classroom instruction and workshop time with professors of theater.
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.
The intervention group demonstrated significant improvement (p < or = .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 < or = .01).
The study was neither randomized nor blinded.
Collaborative efforts between the departments of theater and medicine are effective in teaching clinical empathy techniques.
临床同理心是医患关系中的一项关键技能，但在研究生医学教育中很少被教授。尚无研究测试临床同理心是否能被有效教授。
评估医学住院医师是否能从戏剧教授那里学到临床同理心技巧。
一项由4位戏剧教授授课并评估的临床同理心课程的对照试验。
弗吉尼亚州里士满的弗吉尼亚联邦大学，一所大型城市大学和医疗系统。
20名内科住院医师：干预组14名，对照组6名。
与戏剧教授进行6小时的课堂教学和工作坊时间。
通过一种具有6个分项得分的工具得出的分数，该工具旨在测量在实时患者接触中的同理心。使用双样本T检验进行基线比较。应用方差分析的混合效应模型来检验对照组和干预组之间的显著性。
干预组在干预前和干预后的观察中，所有6个分项得分均有显著改善（p≤0.011）。与对照组相比，干预组在6个分项得分中的5个上的后测分数更高（p≤0.01）。
该研究既未随机分组也未设盲。
戏剧系和医学系之间的合作努力在教授临床同理心技巧方面是有效的。
