The development, delivery, and evaluation of novel longitudinal empathy-focused communication skills training at a UK medical school

Extract from article:

Background: Empathy benefits patients and clinicians, yet medical students’ empathy often declines duringtraining. A key factor is that communication skills teaching is rarely empathy-focused, evidence-based, orlongitudinal.

Aim: To establish principles of best practice for training and curriculum design based on existing literature; auditour existing curriculum; and design and pilot elements of a longitudinal curriculum based on existing evidenceand our experience.

Methods: We audited the existing curriculum to identify gaps in empathy-focused communication training andcompared our findings with systematic review evidence. Students, educators, and patient representativesdeveloped and refined a preliminary curriculum as equal partners in co-production workshops.

Results: The audit showed that empathy training was concentrated in the early years, focusing on active listeningand rapport-building, with little evidence-based content or longitudinal reinforcement. Co-production workshopsgenerated recommendations, including formative workplace-based assessments with patient feedback, structuredhome visits during early training, and patient advocacyexperiences. A new longitudinal curriculum wasdeveloped, embedding advanced empathy skills, evidence-based positive messaging strategies, and integratedassessments throughout the clinical years. Pilot sessions using role-play with “difficult” patients showed thatstudents and tutors better understood empathy in challenging consultations.