Reflections on Empathy in Medical Education: What Can We Learn from Social Neurosciences?

Autor/inn/en	Preusche, Ingrid; Lamm, Claus
Titel	Reflections on Empathy in Medical Education: What Can We Learn from Social Neurosciences?
Quelle	In: Advances in Health Sciences Education, 21 (2016) 1, S.235-249 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-015-9581-5
Schlagwörter	Empathy; Interaction; Neurosciences; Neurological Organization; Biology; Medical Education; Physicians; Patients; Evaluation Methods; Skill Development + Suchen Sie Ihr Suchwort? Empathie; Interaktion; Neuroscience; Neurowissenschaften; Neurowissenschaft; Biologie; Medizinische Ausbildung; Physician; Doctor; Arzt; Patient; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The role of empathy in human social interaction has been examined in several research fields, including medical education (ME) and social neuroscience (SN). SN yields insights into empathy based on neurobiological processes, and such information may also be relevant to ME. In this reflection article, the authors first critically review current definitions and concepts of empathy in ME and link them to recent SN findings. In the light of recent evidence from SN, research in ME regarding the positive and negative effects of empathy for physicians and patients is discussed, as well as the question whether (future) physicians differ from the general population with regard to empathic skills. Commonly used SN paradigms and ME approaches to assess empathy are contrasted, a joint approach is advocated, and implications for further interdisciplinary studies are outlined. Finally, the authors delineate the contribution of SN to the question of whether empathy is teachable, and argue that SN findings represent a potential for new ME training approaches. In conclusion, the authors discuss how the incorporation of perspectives on empathy from different research areas would benefit ME, and suggest the translation and integration of such findings into ME research approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01