UNC Eshelman School of Pharmacy, UNC School of Dentistry, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States.
High Point University Fred Wilson School of Pharmacy, One University Parkway, High Point, NC 27265, United States.
Curr Pharm Teach Learn. 2020 Jun;12(6):741-750. doi: 10.1016/j.cptl.2020.01.019. Epub 2020 Apr 25.
Empathy is a component of emotional intelligence that is critical for healthcare professionals. Intentional learning activities utilizing social media platforms were developed to enhance student growth in self-efficacy of empathy and to assess how the incorporation of social media impacts pharmacy students' empathy and self-efficacy through self-reflection.
Activities utilizing social media were implemented in a pharmacy skills lab course. This included following a social media story, focused classroom instruction, and writing personal reflections. Initial surveys assessed baseline empathy and self-efficacy. Post and "think back" surveys at the end of the semester re-assessed empathy and self-efficacy. Reflection assignments were designed to allow students to further self-reflect, and their responses provided qualitative data.
Data was analyzed for 138 students in the fall semester of study year 1 (SY1) and 111 students in the fall semester of study year 2 (SY2). Overall, student empathy significantly decreased in both study years. However, student self-efficacy demonstrated a non-significant increase in SY1 and a significant increase in SY2. The "think-back" survey results demonstrated a significant increase in total self-efficacy for nine of the ten individual constructs. Qualitative findings supported perceived areas of growth.
Although challenging to develop and assess empathy, social media can be an avenue for empathy skill development. This approach can easily be adapted by other schools of pharmacy and health professional programs to further develop self-efficacy regarding empathy.
同理心是情感智力的一个组成部分，对医疗保健专业人员至关重要。本研究设计了利用社交媒体平台的有针对性的学习活动，以增强学生同理心自我效能感的成长，并评估通过自我反思将社交媒体纳入对药学学生同理心和自我效能感的影响。
在药学技能实验室课程中实施了利用社交媒体的活动。这些活动包括关注社交媒体故事、集中课堂教学和撰写个人反思。初始调查评估了同理心和自我效能感的基线水平。学期末的后续和“回想”调查重新评估了同理心和自我效能感。反思作业旨在让学生进一步进行自我反思，他们的回答提供了定性数据。
在研究年 1（SY1）秋季学期分析了 138 名学生的数据，在研究年 2（SY2）秋季学期分析了 111 名学生的数据。总体而言，两个研究年学生的同理心都显著下降。然而，学生的自我效能感在 SY1 中呈非显著增加，在 SY2 中呈显著增加。“回想”调查结果表明，在十个单独构建体中的九个方面，总自我效能感显著增加。定性发现支持感知到的增长领域。
尽管开发和评估同理心具有挑战性，但社交媒体可以成为同理心技能发展的途径。其他药学和健康专业课程的学校可以轻松采用这种方法，进一步培养同理心方面的自我效能感。
