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(2019) Exploring empathy with medical students, Dordrecht, Springer.
This chapter addresses the formal curriculum and its effects on empathy. The chapter begins with a discussion of whether empathy can be taught. The students describe a lack of teaching about empathy and the neglect of psychosocial aspects of the patient's situation. They talk about the strong biomedical bias in their teaching and its negative effect of empathy. Other barriers such as negative role models, assessment and feedback are explored in relation to the student–patient relationship.
Publication details
DOI: 10.1007/978-3-030-11211-0_7
Full citation:
Jeffrey, D. (2019). Barriers to empathy: the curriculum, in Exploring empathy with medical students, Dordrecht, Springer, pp. 151-183.
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