Twelve tips for teaching empathy using simulated patients

Abstract

Empathy is a key component of humane, patient-centered consulting. Physician empathy increases patient satisfaction and enablement; it may even lead to better health outcomes. Despite this, empathy in clinical encounters is often lacking and empathy in medical students decreases as they progress from the early to the senior undergraduate years. The components of empathy – like attentive listening and a mastery of non-verbal communication – are standard fare for communication training and universities and clinical postgraduate programs frequently employ simulated/standardized patients (SPs) to facilitate this training. In the field of empathy, SPs bring added value to feedback given that many are professional actors, well versed in the skills of putting themselves “in another character’s shoes.” Drawing from the existing evidence base and their personal training and role-play experience, the authors provide 12 practical tips for teaching empathy with simulated patients.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

William Laughey

William Laughey, MBChB, DGM, RCGP, FHEA, MSc, is a General Practitioner and Clinical Educator at Hull York Medical School. He was formerly Head of Research at Haxby Group Practice, York. His teaching and research interests include good clinical communication practice, primary care research and migraines and other headaches.

Nora Sangvik Grandal

Nora Sangvik Grandal is a fourth year medical student at Hull York Medical School. Her research experience includes patient-centered communication.

Cal Stockbridge

Cal Stockbridge, BA (Hons), is a Simulated Patient for Hull York Medical School and the Northern School of Acupuncture as well as a professional actor and trainer in public speaking for Speakers Trust. She formerly worked as a teacher of drama in primary and secondary education.

Gabrielle M. Finn

Gabrielle M. Finn, PhD, BSc (Hons), FHEA, FAS, MRSB, PGCTLHE, PGCELM, is a Senior Lecturer in Medical Education at Hull York Medical School. She is the Education Chair for the Anatomical Society. Her research interests include professionalism, identity formation, assessment and pedagogy.