Impacto de diferentes estratégias de ensino da empatia em estudantes de medicina: um ensaio randomizado controlado em educação

Abstract

Background: Previous randomized controlled studies have shown promising results in teaching empathy in medicine. However, studies comparing different educational strategies and evaluating them from patients’ perspectives are scarce. Objectives: To explore the effectiveness of two educational strategies for teaching empathy to medical students, focusing on their skills in conducting consultations empathically and on the theoretical knowledge and self-perception of empathy by patients, professors, and observers. Methods: This randomized controlled study included medical school clerkship students from Brazil. Students were divided into two groups to receive educational interventions: an active strategy group - Role Play and Reflection Group (RRG), and a more traditional strategy group - Student Lecture Presentation Group (LPG). They were assessed pre- and post-intervention using the Jefferson Empathy Scale (JSPE), ESWIM Empathy Scale, CARE, empathic skills through simulated patient encounters, and a theoretical knowledge test. Results: A total of 169 students were included: 84 in the RRG and 85 in the LPG. Upon assessing skill acquisition (Post – Pre gains), there was a significant increase in both groups for all outcomes, except for ESWIM and JSPE in the LPG group and ESWIM in the RRG group. When comparing the outcomes between the groups, the RRG had higher scores (d=0.81) and greater gains (d=0.82) in empathic skills than the LPG. However, there were no significant differences in knowledge or other scales. Conclusion: Our findings underscore that medical empathy can be taught, and that active learning methodologies can lead to better outcomes, especially in terms of the ability to provide empathic care.