Byrne Monika, Campos Carlos, Daly Svetlana, Lok Benjamin, Miles Anna
School of Psychology, University of Auckland, New Zealand.
Centre for Medical and Health Sciences Education, School of Medicine, University of Auckland, New Zealand.
Patient Educ Couns. 2024 Feb;119:108063. doi: 10.1016/j.pec.2023.108063. Epub 2023 Nov 21.
This umbrella review consolidates evidence available on empathy training, its effectiveness and design mechanisms that contribute to effectiveness.
We conducted an umbrella review (review of reviews) of empathy, compassion and person-centred communication training in healthcare published between 2018 and 2022. One reviewer screened titles, abstracts and full-text articles, with a second reviewer at full-text stage. Quality appraisal was done in duplicate. Data extraction was piloted by two reviewers and conducted by one reviewer with a quality check of all extracted data. All reviewers provided input into synthesis of results and analysis.
Twenty-five reviews were included. We provide an overview of the definitions of empathy, compassion and person-centred communication, outcome measures used, a synthesis of findings on the mechanisms and effectiveness of training and a summary of review recommendations.
For policy and practice, we advise the inclusion of empathic communication into the curriculum; longitudinal and sequenced learning; debriefing, targeted feedback, enabling self-reflection, deliberate practice, experiential learning; improving motivation by teaching the benefits of empathy and teaching sustainable empathy. Future research should involve patients in training and research and study the effect of targeting interventions at healthcare practitioners and patients.
本系统性综述整合了共情训练及其有效性和有助于提高有效性的设计机制方面的现有证据。
我们对2018年至2022年间发表的医疗保健领域的共情、同情和以患者为中心的沟通训练进行了系统性综述（综述的综述）。一名评审员筛选标题、摘要和全文文章，第二名评审员在全文阶段参与。质量评估由两人重复进行。数据提取由两名评审员进行预试验，然后由一名评审员进行，并对所有提取的数据进行质量检查。所有评审员都参与了结果综合和分析。
纳入了25篇综述。我们概述了共情、同情和以患者为中心的沟通的定义、所使用的结果测量方法、关于训练机制和有效性的研究结果综合以及综述建议总结。
对于政策和实践，我们建议将共情沟通纳入课程；进行纵向和循序渐进的学习；进行汇报、有针对性的反馈、促进自我反思、刻意练习、体验式学习；通过讲授共情的益处和教授可持续共情来提高积极性。未来的研究应让患者参与训练和研究，并研究针对医疗从业者和患者的干预措施的效果。
