Medical students’ expressions of empathy: A qualitative study of verbal interactions with patients expressing emotional issues in a medical interview

Abstract

Objective

Explore medical students’ verbal responses to patients expressing emotional issues in a medical interview. Methods

Eleven third-year students were instructed to conduct a medical interview with a simulated chronically ill patient while being videotaped (but were led to believe that the patient was real). An interaction analysis system (VR-CoDES) was used to identify patient utterances containing emotional expressions as well as student utterances responding to these emotional expressions. A qualitative content analysis of student utterances was then conducted. Results

Four categories that depicted student responses were identified: (1) questions focusing on a medico-professional agenda, (2) allowing disclosure of emotions without explicit acknowledgment of emotions, (3) attempts at reassurance, and (4) explicit recognition of emotions, but most often on a factual and descriptive level. Conclusions

Our analysis indicate that these students gave priority to medico-professional tasks and responsibilities in their responses. They demonstrated some interest in the patient’s emotional experiences whilst most often leaving out their own personal perspectives. Practice implications

Communication skills curricula should address how the medical interview affects empathy and interaction with patients and encourage discussion and reflection on how to retrieve medical information while paying adequate attention to the patient’s and own emotions, experiences, and perspectives.