The art of empathy: Teaching empathy through art.
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| Title: | The art of empathy: Teaching empathy through art. |
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| Authors: | Harz, Dominique1,2 (AUTHOR) dharz@hms.harvard.edu, Begin, Arabella Simpkin2,3 (AUTHOR), Alansari, Reem2,4,5 (AUTHOR), Esparza, Ramiro2,6 (AUTHOR), Zimmermann, Corinne7 (AUTHOR), Evans, Brooke DiGiovanni8 (AUTHOR), Eisenberg, Staci8 (AUTHOR), Katz, Joel T.2,8 (AUTHOR) |
| Source: | Clinical Teacher. Oct2023, Vol. 20 Issue 5, p1-6. 6p. |
| Subject Terms: | *Curriculum evaluation, *Psychology of students, *Empathy, *Education methodology, *Graduate education, Women's hospitals |
| Abstract: | Background: The instruction of empathy is challenging. Although several studies have addressed how art‐based education can foster empathy, there is a need for more evidence showing its impact and students' perceptions, especially in graduate education. Approach: We designed and implemented a virtual art‐based curriculum focused on fostering empathy—The Art of Empathy. This novel curriculum used diverse art‐based education methodologies to promote meticulous and collaborative observation and reflection, building on constructivism. Thirty‐six interns at the Brigham and Women's Hospital were invited to participate in the curriculum, while 34 served as control. Evaluation: We used mixed methods to explore interns' perceptions of the curriculum and assess its impact on their empathy. We used two quantitative instruments with known psychometric characteristics: the Toronto Empathy Questionnaire (TEQ) and the Jefferson Scale of Physicians Empathy (JSPE), which were distributed in a survey and completed by 31/99 (31.3%). We collected qualitative data from four interns using semi‐structured interviews. Thematic analysis showed how The Art of Empathy promoted interns' reflections and actions toward empathy. This was partially supported by the quantitative data that showed significantly higher scores on the 'Compassionate Care' subscale of the JSPE (p = 0.039) when compared with interns in the control group. The thematic analysis showed that interns appreciated the curriculum and valued its benefits while highlighting the limitations of the virtual delivery approach. Implications: Our curriculum was well received by interns and showed the potential of art‐based methodology to promote empathic capacities in graduate students. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Background: The instruction of empathy is challenging. Although several studies have addressed how art‐based education can foster empathy, there is a need for more evidence showing its impact and students' perceptions, especially in graduate education. Approach: We designed and implemented a virtual art‐based curriculum focused on fostering empathy—The Art of Empathy. This novel curriculum used diverse art‐based education methodologies to promote meticulous and collaborative observation and reflection, building on constructivism. Thirty‐six interns at the Brigham and Women's Hospital were invited to participate in the curriculum, while 34 served as control. Evaluation: We used mixed methods to explore interns' perceptions of the curriculum and assess its impact on their empathy. We used two quantitative instruments with known psychometric characteristics: the Toronto Empathy Questionnaire (TEQ) and the Jefferson Scale of Physicians Empathy (JSPE), which were distributed in a survey and completed by 31/99 (31.3%). We collected qualitative data from four interns using semi‐structured interviews. Thematic analysis showed how The Art of Empathy promoted interns' reflections and actions toward empathy. This was partially supported by the quantitative data that showed significantly higher scores on the 'Compassionate Care' subscale of the JSPE (p = 0.039) when compared with interns in the control group. The thematic analysis showed that interns appreciated the curriculum and valued its benefits while highlighting the limitations of the virtual delivery approach. Implications: Our curriculum was well received by interns and showed the potential of art‐based methodology to promote empathic capacities in graduate students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17434971 |
| DOI: | 10.1111/tct.13643 |
