Chen Judy T, LaLopa Joseph, Dang Devra K
School of Pharmacy and Pharmaceutical Sciences, Purdue University, Lafayette, IN 47907-2091, USA.
Am J Pharm Educ. 2008 Apr 15;72(2):40. doi: 10.5688/aj720240.
To determine the impact of the Patient Empathy Modeling pedagogy on students' empathy towards caring for the underserved during an advanced pharmacy practice experience (APPE).
Pharmacy students completing an APPE at 2 primary care clinics participated in a Patient Empathy Modeling assignment for 10 days. Each student "became the patient," simulating the life of an actual patient with multiple chronic diseases who was coping with an economic, cultural, or communication barrier to optimal healthcare. Students completed the Jefferson Scale of Physician Empathy (JSPE) before and after completing the assignment, and wrote daily journal entries and a reflection paper.
Twenty-six students completed the PEM exercises from 2005-2006. Scores on the JSPE improved. Students' comments in journals and reflection papers revealed 3 major themes: greater appreciation of the difficulty patients have with adherence to medication and treatment regimens, increased empathy for patients from different backgrounds and patients with medical and psychosocial challenges, and improved ability to apply the lessons learned in the course to their patient care roles.
A Patient Empathy Modeling assignment improved pharmacy students' empathy toward underserved populations. Integrating the assignment within an APPE allowed students to immediately begin applying the knowledge and insight gained from the exercise.
确定患者同理心建模教学法对药学专业学生在高级药学实践经验（APPE）期间对服务不足人群护理的同理心的影响。
在两家初级保健诊所完成APPE的药学专业学生参加了为期10天的患者同理心建模任务。每个学生“扮演患者”，模拟一名患有多种慢性病的真实患者的生活，该患者在获得最佳医疗保健方面面临经济、文化或沟通障碍。学生们在完成任务前后完成了杰斐逊医生同理心量表（JSPE），并撰写了每日日志和一篇反思论文。
2005 - 2006年有26名学生完成了患者同理心建模练习。JSPE的得分有所提高。学生们在日志和反思论文中的评论揭示了3个主要主题：更深刻地认识到患者在坚持药物治疗方案方面的困难，对来自不同背景的患者以及面临医疗和心理社会挑战的患者的同理心增加，以及将课程中学到的经验教训应用于患者护理角色的能力提高。
患者同理心建模任务提高了药学专业学生对服务不足人群的同理心。将该任务纳入APPE使学生能够立即开始应用从练习中获得的知识和见解。
