Munjy Luma, Besinque Kathleen, Beuttler Richard, Taheri Reza, Won Kimberly, Bethishou Laressa
Chapman University School of Pharmacy, United States.
Chapman University School of Pharmacy, United States.
Curr Pharm Teach Learn. 2025 Apr;17(4):102279. doi: 10.1016/j.cptl.2024.102279. Epub 2025 Jan 21.
The purpose of this study is to assess changes in empathy throughout a Doctor of Pharmacy (PharmD) program using a self-assessment tool and assessment by standardized patients (SPs).
This study was conducted over the course of a three-year, accelerated PharmD curriculum. Students participated in a series of educational interventions focused on empathy development within the didactic curriculum. Within the experiential curriculum, students applied empathy skills and participated in interprofessional workshops during their experiential rotations. Self and SP assessed empathy was measured at baseline and upon conclusion of the study.
PharmD students' self-rated empathy did not meaningfully change over the three-year period while SP-rated empathy increased.
Students were able to demonstrate empathetic behaviors as perceived by the SPs, even though they did not change their self-ratings from baseline. This difference may be due to students' ability to demonstrate empathetic behaviors without feeling higher levels of empathy or a decline in empathy due to burnout.
本研究旨在使用自我评估工具和标准化病人（SP）评估，来评估药学博士（PharmD）项目全过程中同理心的变化。
本研究在一个为期三年的加速药学博士课程中进行。学生参与了一系列以在理论课程中培养同理心为重点的教育干预措施。在实践课程中，学生应用同理心技能，并在其实践轮转期间参加跨专业研讨会。在基线和研究结束时测量自我和标准化病人评估的同理心。
药学博士学生的自我评定同理心在三年期间没有显著变化，而标准化病人评定的同理心有所增加。
尽管学生的自我评定与基线相比没有变化，但他们能够表现出标准化病人所感知到的同理心行为。这种差异可能是由于学生能够在没有更高同理心水平的情况下表现出同理心行为，或者是由于倦怠导致同理心下降。
