Denise Beaudequin, Fiona Harden, Anne Roiko, Helen Stratton, Charles Lemckert, Kerrie Mengersen
Beyond QMRA: Modelling microbial health risk as a complex system using Bayesian networks
Environment international
become de rigueur healthcare systems tout ability provide compassionate medical care addresses emotional well physical needs patients surprisingly considerable pressure medical schools train students empathic existing literature empathy training medicine tends focus build emotional intelligence individual trainees largely ignoring sociocultural factors contribute thwart empathy development medical school additionally research tends examine student perspectives little attention given medical educators viewpoints paper adopt emotion practice framework utilize inductive descriptive study design qualitatively consider first year medical students n 23 instructors n 9 perceive empathy training site call midtown medical school find groups understanding empathic capital differ beliefs utility legitimacy capital educators students also recognize limitations standardized empathy curriculum agree implications rote learning finally students instructors alike find hidden curriculum medical school antithetical empathy development concurring difficult cultivate empathy spaces biomedical coursework prioritized socialemotional learning short groups find difficult kind unkind place