Full Reference Citation

Van De Camp, K.,

Vernooij-Daseen, M.,
Bottema, G., and
Bottema, B. (2004). How
to conceptualize
professionalism: a
qualitative study.
Medical Teacher, 26(8),
696-702.

Qualitative,
Quantitative,
or Mixed
Method
Qualitative

Woolf, K., Cave, J.,

Mixed Method
McManus, C, and Dacre,
J. (2007). It gives you an
understanding you cant
get from any book. The
relationship between
medical students and
doctors personal illness
experiences and their

Research
Question(s)/
Hypothesis
#1 Clarify which
themes and elements
constitute
professionalism in
medicine.
#2 The concept of
professionalism is
surrounded by
ambiguity and that a
generally accepted
definition is lacking.

#1 Does a personal
illness experience
improve professional
attitudes such as
empathy and care of
patients?
#2 Enabling doctors to

Theoretical
Framework

Measures/
Instruments

A conventional
wisdom that
professionalism
is passively
caught:
students are
expected to
emulate the
values and
behaviors
modeled by their
teachers and
senior clinicians.

1. Three phases
design: A
systematic
search of
literature, an
analysis of the
elements found,
and validating
their results with
an expert panel.
2. Constant
comparison
technique
(Maycut,
Morehouse,
1994).

An expert
panel to
validate their
results.

Their findings show that

the concept of
professionalism is
multidimensional and
should be conceptualized
as such.

The Theory of
the Moral
Sentiments.

1.A
questionnaire
adapted from
Andrews &
Wilding, 2004.
2. Hospital
Anxiety and
Depression Scale

Newlyqualified UK
doctors (n2062/4784)
and two
cohorts of
students at
one London
medical

The quantitative evidence

indicates that personal
illness can be detrimental
to learning in the short
term, and is related to
higher levels of anxiety
and depression.
The qualitative evidence

Participants

Summary of Findings/
Results

performance. BMC
Medical Education, 1-8.

reflect on their
personal experiences
may increase their
positive effects.

Hojat, M., Mangione, S.,

Nasca, T., et al. (2004).
An empirical study of
decline in empathy in
medical school. Medical
Education, 38, 939-941.

Mixed method

Stepien, K., and

Baernstein, M. (2006).
Educating for empathy. J
Gen Intern Med, 21, 524530.

Qualitative

#1 Will empathy
targeted training
promotes empathy in
medical students?
#2 Medical students
personal orientation
toward empathy
declines in medical
school.

#1 Focused
educational
interventions will be
successful at fostering
undergraduate medical
student empathy?
#2 All dimensions of
empathy of clinical
empathy may be

(HADS).

school
(n=640/749).
Also for the
qualitative, 37
consultant, 1
specialist
registrar, 2
clinical skills
tutors, and 25
newlyqualified
doctors.

suggests that personal

experiences of illness
may ultimately improve
doctors empathy, patient
centeredness, and
professional behavior.

The notion that,

in the absence of
any targeted
educational
programmers to
retain and
cultivate
humanistic
attributes,
cynicism may
develop that
would manifest
in a decline in
students
empathy scores.

Jefferson Scale
125 year 3
of Physician
medical
Empathy (JSPE). students (64
men, 61
women).

Statistically significant
declines were observed in
5 items and the total
scores of the JSPE
between the 2 test
administrations.

Empathy in the
medical setting
is appreciation
of the patients
emotions and
expression of
that awareness to
the patient.

Search PubMed
for studies that
address the
effectiveness of
strategies for
teaching
empathy to
medical students.

The studies indicate that

empathy may be
amenable to positive
change with a range of
interventional strategies.
Communication skill
workshops addressing the
behavioral dimension of
empathy show greatest
quantitative impact on

No participant
since the
study was
based on
qualitative and
quantitative
studies that
the
researchers
found.

required for physicians

to be effectively
empathetic.
Chen, D., Lew, R.,
Hershman, W., and
Orlander, M. (2007). A
cross-sectional
measurement of medical
student empathy. J Gen
Intern Med, 434-8

Qualitative

#1 Does empathy
decrease after clinical
training in medical
school?
#2 Clinical training
may have an adverse
effect on medical
resident and student
empathy.

participants.

The notion that

Jefferson Scale
658 students
empathy is
of Physician
important in the Empathy (JSPE).
physician-patient
relationship and
has clear
benefits for the
patient and the
physician.

The first-year medical

student class had the
highest empathy scores
(118.5), whereas the
fourth-year class had the
lowest empathy scores
(106.6). Measured
empathy differed
between second- and
third-year classes (118.2
vs 112.7, P<.001),
corresponding to the first
year of clinical training.
Empathy appears to
increase from the
incoming to the first-year
class (115.5 vs 118.5,
P=.O2). Students
preferring people
oriented specialties had
higher empathy scores
than students preferring
technology-oriented
specialties (114.6 vs
111.4, P=.OO2). Female
students were more likely
than male students to
choose people-oriented
specialties (51.5 vs
26.9%, P<.001). Females
had higher JSPE-S scores
than males (116.5 vs
112.1, P<.001). Age and

debt did not affect

empathy scores.

References:
Andrews, B., and Wilding, J. (2004). The relation of depression and anxiety to life-stress and
achievement in students. Bri J Psychol, 95(4), 509-552.
Chen, D., Lew, R., Hershman, W., and Orlander, M. (2007). A cross-sectional measurement of
medical student empathy. J Gen Intern Med, 434-8
Hojat, M., Mangione, S., Nasca, T., et al. (2004). An empirical study of decline in empathy in
medical school. Medical Education, 38, 939-941.
Hojat, M., Mangione, S., Nasca, T., et al. (2001). The Jefferson scale of physician empathy:
development and preliminary psychometric data. Educ Psychol Measurement, 61, 349-356.
Igmond, A., and Snaith, R. (1983). The hospital anxiety and depression scale. Acta Psych Scan,
67, 361-370.
Maycut, P., and Morehouse, R. (1994). Beginning qualitative research: A philosophic and
practical guide. London: Falmer Press.
Smith, A (1759). The theory of moral sentiments (6th ed.). London: A. Millar.
Stepien, K., and Baernstein, M. (2006). Educating for empathy. J Gen Intern Med, 21, 524-530.
Van De Camp, K., Vernooij-Daseen, M., Bottema, G., and Bottema, B. (2004). How to
conceptualize professionalism: a qualitative study. Medical Teacher, 26(8), 696-702.
Woolf, K., Cave, J., McManus, C, and Dacre, J. (2007). It gives you an understanding you
cant get from any book. The relationship between medical students and doctors personal illness
experiences and their performance. BMC Medical Education, 1-8.

The scores you earned on each quality indicator, as published in the rubric, are as
follows: Responsiveness 4 Content 4 Writing 4 [Note: Application assignments
may earn a maximum of 12 points and are evaluated on three quality indicators
using a 4-point scale where 4 = Exemplary, 3 = Meets the Standard, 2 =
Progressing, and 1 = Emerging. Please refer to the grading rubric located in
Course Information.]
Did the learner create a chart that synthesizes relevant elements from at least
five research articles related to their area of interest? YES
Did the learner include at least one example for each approach/method
(quantitative and quantitative)? YES
Outstanding work, Ana.