Zhou Yuefang, Fischer Martin H
School of Medicine, University of St Andrews, St Andrews, UK; Department of Psychology, University of Potsdam, Germany.
Department of Psychology, University of Potsdam, Germany.
Patient Educ Couns. 2018 Feb;101(2):304-309. doi: 10.1016/j.pec.2017.08.016. Epub 2017 Aug 30.
To explore the feasibility of applying an experimental design to study the relationship between non-verbal emotions and empathy development in simulated consultations.
In video-recorded simulated consultations, twenty clinicians were randomly allocated to either an experimental group (instructed to mimic non-verbal emotions of a simulated patient, SP) or a control group (no such instruction). Baseline empathy scores were obtained before consultation, relational empathy was rated by SP after consultation. Multilevel logistic regression modelled the probability of mimicry occurrence, controlling for baseline empathy and clinical experience. ANCOVA compared group differences on relational empathy and consultation smoothness.
Instructed mimicry lasted longer than spontaneous mimicry. Mimicry was marginally related to improved relational empathy. SP felt being treated more like a whole person during consultations with spontaneous mimicry. Clinicians who displayed spontaneous mimicry felt consultations went more smoothly.
The experimental approach improved our understanding of how non-verbal emotional mimicry contributed to relational empathy development during consultations. Further work should ascertain the potential of instructed mimicry to enhance empathy development.
Understanding how non-verbal emotional mimicry impacts on patients' perceived clinician empathy during consultations may inform training and intervention programme development.
探讨运用实验设计来研究模拟会诊中非言语情绪与共情发展之间关系的可行性。
在视频记录的模拟会诊中，20名临床医生被随机分配到实验组（被指示模仿模拟患者的非言语情绪）或对照组（无此指示）。会诊前获取基线共情得分，会诊后由模拟患者对关系性共情进行评分。多水平逻辑回归模型模拟模仿发生的概率，同时控制基线共情和临床经验。协方差分析比较两组在关系性共情和会诊流畅性方面的差异。
被指示的模仿持续时间长于自发模仿。模仿与关系性共情的改善略有相关。在与自发模仿的临床医生会诊时，模拟患者感觉自己更被当作一个完整的人对待。表现出自发模仿的临床医生感觉会诊进行得更顺利。
实验方法增进了我们对非言语情绪模仿如何在会诊中促进关系性共情发展的理解。进一步的研究应确定被指示模仿在增强共情发展方面的潜力。
了解非言语情绪模仿在会诊期间如何影响患者感知到的临床医生共情，可能为培训和干预项目的开发提供参考。
