A longitudinal curriculum to teach and assess empathy within the doctor of pharmacy curriculum

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Currents in Pharmacy Teaching and Learning Pub Date : 2025-01-21 DOI:10.1016/j.cptl.2024.102279

Luma Munjy, Kathleen Besinque, Richard Beuttler, Reza Taheri, Kimberly Won, Laressa Bethishou

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Abstract

Objective

The purpose of this study is to assess changes in empathy throughout a Doctor of Pharmacy (PharmD) program using a self-assessment tool and assessment by standardized patients (SPs).

Methods

This study was conducted over the course of a three-year, accelerated PharmD curriculum. Students participated in a series of educational interventions focused on empathy development within the didactic curriculum. Within the experiential curriculum, students applied empathy skills and participated in interprofessional workshops during their experiential rotations. Self and SP assessed empathy was measured at baseline and upon conclusion of the study.

Results

PharmD students' self-rated empathy did not meaningfully change over the three-year period while SP-rated empathy increased.

Conclusion

Students were able to demonstrate empathetic behaviors as perceived by the SPs, even though they did not change their self-ratings from baseline. This difference may be due to students' ability to demonstrate empathetic behaviors without feeling higher levels of empathy or a decline in empathy due to burnout.

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