Cultivating compassion in medicine: a toolkit for medical students to improve self-kindness and enhance clinical care
Abstract Background Compassionate care lies at the foundation of good patient care and is a quality that patients and providers continue to value in the fast-paced setting of contemporary medicine. Compassion is often discussed superficially in medical school curricula, but the practical aspect of l...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2024-03-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-024-05270-z |
| _version_ | 1797259240509800448 |
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| author | Krisha K. Mehta Shafkat Salam Austin Hake Rebecca Jennings Afra Rahman Stephen G. Post |
| author_facet | Krisha K. Mehta Shafkat Salam Austin Hake Rebecca Jennings Afra Rahman Stephen G. Post |
| author_sort | Krisha K. Mehta |
| collection | DOAJ |
| description | Abstract Background Compassionate care lies at the foundation of good patient care and is a quality that patients and providers continue to value in the fast-paced setting of contemporary medicine. Compassion is often discussed superficially in medical school curricula, but the practical aspect of learning this skill is often not taught using a formal framework. In the present work, the authors present an 8-session curriculum with a mindfulness-based approach to compassion that addresses this need. It is hypothesized that students in this curriculum will improve in their levels of compassion based on validated scales. Methods The curriculum was delivered to fourth-year medical students at Renaissance School of Medicine at Stony Brook University who had just completed their clerkship year. It was developed as a customizable set of modules that could be delivered in various ways. The students were taught with evidence-based cognitive exercises followed by group discussions and written reflections based on compassion-focused thematic questions. All students completed a pre- and post-Self-Compassion Scale, Compassion Scale, and Toronto Mindfulness Scale. Students in this course were compared with students in different courses about non-clinical topics delivered at the same time. Wilcoxon Signed Rank tests and Mann Whitney U tests were used to assess potential associations between pre- and post-survey responses for the validated scales and subscales. Results 17 fourth-year medical students completed pre- and post-course tests, 11 participated in the compassion curriculum while 6 participated from the other courses. Before any of the courses began, all students performed similarly on the pre-test across all scales. The students in the compassion curriculum demonstrated a significant increase in their total Self-Compassion score by 8.7 [95% CI 4.3 to 13.2] points (p = 0.008), total Compassion score by 6.0 [95% CI 1.4 to 10.6] points (p = 0.012), and the curiosity component of the Toronto Mindfulness Scale by 4.4 [95% CI 1.0 to 7.7] points (p = 0.012). There was no statistically significant difference between pre- and post-tests among the non-compassion curriculum students in the aforementioned scales (p = 0.461, p = 0.144, p = 0.785, respectively). Conclusions Our results indicate that the students in our course developed an enhanced ability to engage in self-compassion, to understand the shared human experience, and to be motivated to act to alleviate suffering. Regardless of a program’s existing compassion education, this customizable model allows for easy integration into a medical student’s crowded curriculum. Furthermore, although teaching compassion early and often in a clinician’s training is desirable, our study that targeted fourth-year medical students suggests an additional benefit of rekindling the loss of compassion well described in a medical student’s clinical years. |
| first_indexed | 2024-04-24T23:06:17Z |
| format | Article |
| id | doaj.art-b9c06e37a1b748fc93a73d1d0374392e |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-24T23:06:17Z |
| publishDate | 2024-03-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-b9c06e37a1b748fc93a73d1d0374392e2024-03-17T12:29:28ZengBMCBMC Medical Education1472-69202024-03-012411710.1186/s12909-024-05270-zCultivating compassion in medicine: a toolkit for medical students to improve self-kindness and enhance clinical careKrisha K. Mehta0Shafkat Salam1Austin Hake2Rebecca Jennings3Afra Rahman4Stephen G. Post5Department of Medicine, Stony Brook UniversityStony Brook University, Renaissance School of MedicineStony Brook University, Renaissance School of MedicineStony Brook University, Renaissance School of MedicineStony Brook University, Renaissance School of MedicineStony Brook University, Renaissance School of MedicineAbstract Background Compassionate care lies at the foundation of good patient care and is a quality that patients and providers continue to value in the fast-paced setting of contemporary medicine. Compassion is often discussed superficially in medical school curricula, but the practical aspect of learning this skill is often not taught using a formal framework. In the present work, the authors present an 8-session curriculum with a mindfulness-based approach to compassion that addresses this need. It is hypothesized that students in this curriculum will improve in their levels of compassion based on validated scales. Methods The curriculum was delivered to fourth-year medical students at Renaissance School of Medicine at Stony Brook University who had just completed their clerkship year. It was developed as a customizable set of modules that could be delivered in various ways. The students were taught with evidence-based cognitive exercises followed by group discussions and written reflections based on compassion-focused thematic questions. All students completed a pre- and post-Self-Compassion Scale, Compassion Scale, and Toronto Mindfulness Scale. Students in this course were compared with students in different courses about non-clinical topics delivered at the same time. Wilcoxon Signed Rank tests and Mann Whitney U tests were used to assess potential associations between pre- and post-survey responses for the validated scales and subscales. Results 17 fourth-year medical students completed pre- and post-course tests, 11 participated in the compassion curriculum while 6 participated from the other courses. Before any of the courses began, all students performed similarly on the pre-test across all scales. The students in the compassion curriculum demonstrated a significant increase in their total Self-Compassion score by 8.7 [95% CI 4.3 to 13.2] points (p = 0.008), total Compassion score by 6.0 [95% CI 1.4 to 10.6] points (p = 0.012), and the curiosity component of the Toronto Mindfulness Scale by 4.4 [95% CI 1.0 to 7.7] points (p = 0.012). There was no statistically significant difference between pre- and post-tests among the non-compassion curriculum students in the aforementioned scales (p = 0.461, p = 0.144, p = 0.785, respectively). Conclusions Our results indicate that the students in our course developed an enhanced ability to engage in self-compassion, to understand the shared human experience, and to be motivated to act to alleviate suffering. Regardless of a program’s existing compassion education, this customizable model allows for easy integration into a medical student’s crowded curriculum. Furthermore, although teaching compassion early and often in a clinician’s training is desirable, our study that targeted fourth-year medical students suggests an additional benefit of rekindling the loss of compassion well described in a medical student’s clinical years.https://doi.org/10.1186/s12909-024-05270-zCompassion educationMedical educationMedical humanities |
| spellingShingle | Krisha K. Mehta Shafkat Salam Austin Hake Rebecca Jennings Afra Rahman Stephen G. Post Cultivating compassion in medicine: a toolkit for medical students to improve self-kindness and enhance clinical care BMC Medical Education Compassion education Medical education Medical humanities |
| title | Cultivating compassion in medicine: a toolkit for medical students to improve self-kindness and enhance clinical care |
| title_full | Cultivating compassion in medicine: a toolkit for medical students to improve self-kindness and enhance clinical care |
| title_fullStr | Cultivating compassion in medicine: a toolkit for medical students to improve self-kindness and enhance clinical care |
| title_full_unstemmed | Cultivating compassion in medicine: a toolkit for medical students to improve self-kindness and enhance clinical care |
| title_short | Cultivating compassion in medicine: a toolkit for medical students to improve self-kindness and enhance clinical care |
| title_sort | cultivating compassion in medicine a toolkit for medical students to improve self kindness and enhance clinical care |
| topic | Compassion education Medical education Medical humanities |
| url | https://doi.org/10.1186/s12909-024-05270-z |
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