Evaluation of Trainee Empathy Enhancement and Learning Outcomes Through Online Education - A Study on Instructional Videos on Shared Medical Decision-Making, Truth-Telling, Patient Emotional Disturbance

10.6145/jme.202309_27(3).0002

Shu-Chung Lii；Ji-Tseng Fang

shared medical decision-making ； truth-telling ； patient emotional disturbance ； online instructional videos ； medical education ； empathy

Journal of Medical Education

27卷3期（2023 / 09 / 01）

177 - 189

英文

Background and aims: Medical complaints often stem from poor communication, especially in truth-telling and shared decision-making. Scholars have reported through research that the higher the physician's empathy, the better the patients' self-perceived physical and mental health status and self-efficacy in disease management post-discharge. This study aims to understand the effectiveness of trainees in shared decision-making (SDM), truth-telling and managing patient emotional disturbance, as well as the improvement of empathy, and to understand trainees' opinions and suggestions for further optimization of online teaching. Methods: The subjects of the study were trainees in their fourth, fifth, and sixth years of internal medicine, as well as those in their first postgraduate year (PGY1). The study uses questionnaires based on the content of the instructional videos: "Shared Decision-Making Acceptance," "Confidence of Truth-telling and Managing Patient Emotional Disturbance," "Empathy," "Basic Information" and "Video Satisfaction." Results: In the questionnaire, there were significant improvements in the post-test scores for SDM acceptance overall (t = -3.88, P < .001), as well as for confidence of truth-telling and managing patient emotional disturbance (t = -11.17, P < .001) and empathy (t = -7.95, P < .001). Regardless of whether it was through questionnaires or interviews, students were highly satisfied with the videos, found them appropriate for the subject, and expressed a willingness to participate in related video instruction again. Students suggested alternative interactive platforms such as LINE groups, Google Forms, Facebook, or direct commenting on YouTube videos. Conclusions: This study's results can guide medical schools and authorities in incorporating medical communication topics into curricula.

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