| Abstract |
ObjectiveTo describe the literature on connections between empathy and professional identity formation (PIF) in pharmacy and other health professions education.MethodsA PRISMA-Scoping Review (PRISMA-SCr) methodology was used for this study. Searches were conducted in PubMed and CINAHL from 2010-January 12, 2023, with English added as a limiter. Articles had to address both empathy and PIF, whether implicitly or explicitly. "Theory Talk" was modified and utilized with six levels of connectedness to assess article quality.ResultsA total of 419 articles were reviewed for inclusion into the study with a total of 45 articles being included. Seventeen (37.8%) and 12 (26.7%) included a definition for empathy and PIF, respectively. Thirty-eight (84.4%) articles implicitly discussed a connection between PIF and empathy. Educational initiatives that fostered connections between empathy and PIF focused on classroom activities, clinical rotation activities, and assessments. Key elements to enhance empathy and PIF development across articles focused on mentorship, role models, and reflective practice alongside intentional curricular integration. Similarly, barriers to empathy and PIF are multi-faceted.ConclusionsDespite educational initiatives in the literature that attempt to foster connections between empathy and PIF in classroom activities, clinical rotation activities, and assessments, most connections are implicit as opposed to explicit. This may be due to the multiple barriers, such as the hidden curriculum, which make the connection between empathy and PIF difficult. This area needs further research and development given the importance of empathy in all health care provider interactions. |
| Authors |
Aleda M.H. Chen  , Michelle L. Blakely  , Kimberly K. Daugherty , Mary E. Kiersma , Lisa M. Meny , Ruth Pereira
|
| Journal Info |
Elsevier BV | American Journal of Pharmaceutical Education , pages: 100725 - 100725
|
| Publication Date |
5/1/2024 |
| ISSN |
0002-9459 |
Type |
article |
| Open Access |
bronze
|
| DOI |
https://doi.org/10.1016/j.ajpe.2024.100725 |
| Keywords |
Empathy (Score: 0.686025) , Professional Identity Formation (Score: 0.684169) , Reflective Practice (Score: 0.576428) , Diversity in Medical Education (Score: 0.528874) , Arts-based Interventions (Score: 0.518692)
|
