The Effectiveness of Using Empathy Courses to Guide OT Students in Case-base Clinical Reasoning

Students Clinical Trial

Official title:

The Effectiveness of Using Empathy Experience Courses to Guide Occupational Therapy Students in Case-base Clinical Reasoning- A Pilot Study

Clinical Trial Details — Status: Not yet recruiting

Administrative data

• NCT number: NCT05479110
• Other study ID #: TMU-JIRB N202112011
• Status: Not yet recruiting
• Phase: N/A
• Start date: August 1, 2022
• Est. completion date: November 30, 2023

Study information

• Verified date: June 2022
• Source: Taipei Medical University Shuang Ho Hospital
• Contact: Hanyun Hsiao, master
• Phone: +88622490088
• Email: 10252[@]s.tmu.edu.tw
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

Clinical reasoning is an important cognitive process in medical decision making. In recent years, medical education advocates holistic medicine, but systematic learning is rare in school education.Therefore, this study used an empathy experience course to conduct a case-oriented clinical reasoning training course to improve the empathy and clinical reasoning skills of pre-clinical students in occupational therapy through four sessions.

Description:

Objective: To investigate effectiveness of using empathy experience courses to guide the students who prior to occupational therapy(OT) practice in case-base clinical reasoning.

Materials and Methods: 30 students were recruited from 8 universities in Taiwan and randomly divided into an experimental group and a control group. The experimental group was given four 3-hour training sessions over 2 weeks, which included group instruction on empathy experience, clinical reasoning, and functional therapy case-oriented learning, while the control group was given case studies. Tests were administered before and after the series of sessions, including case report writing, C-JES-HPS, SACRR, and a follow-up visit at the end of the first phase of clinical practice using the C-JES-HPS and SACRR; course satisfaction surveys were completed after each session and at the follow-up visit to observe course satisfaction, usefulness, and recommendations. Data were analyzed using SPSS (version 20.0) with a significance level of 0.05. Univariate analyses with repeated measures 2-way analysis of variance were used to compare changes in empathy and clinical reasoning ability between the two groups of subjects and course satisfaction was presented as descriptive statistics. It was hypothesized that a case-oriented clinical reasoning training program using an empathy experience program would improve empathy and clinical reasoning skills in pre-practicum students in occupational therapy.

Recruitment information / eligibility

• Status: Not yet recruiting
• Enrollment: 30
• Est. completion date: November 30, 2023
• Est. primary completion date: November 30, 2023
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 20 Years to 65 Years

Eligibility

Inclusion Criteria:

• Occupational therapy students from National Taiwan University, Kaohsiung Medical University, Sun Yat-sen Medical University, National Cheng Kung University, Chang Gung University, IShou University, Fu Jen Catholic University, and Asia University who have completed their major credits and will be interning in a clinical hospital.

• Must be at least 20 years old and under 65 years old.

Exclusion Criteria:

• Those who are unable to attend the whole course.

• Those who have not completed their school credits and are unable to go to the clinical hospital for internship.

• Those who do not speak Chinese or English as their native language.

Related Conditions & MeSH terms

• Students

Intervention

Behavioral:
• Empathy experience courses and case-base clinical reasoning
Four 3-hour training sessions over 2 weeks, which included group instruction on empathy experience, clinical reasoning, and functional therapy case-oriented learning.

Other:
• case studies
active control: case studies(text)

Locations

Country	Name	City	State
Taiwan	Taipei Medical University Shuang Ho Hospital	New Taipei City

Sponsors (1)

Lead Sponsor	Collaborator
Taipei Medical University Shuang Ho Hospital

Country where clinical trial is conducted

Taiwan, 

References & Publications (11)

Addy TM, Hafler J, Galerneau F. Faculty Development for Fostering Clinical Reasoning Skills in Early Medical Students Using a Modified Bayesian Approach. Teach Learn Med. 2016 Oct-Dec;28(4):415-423. Epub 2016 Jun 9. — View Citation

Cooper N, Bartlett M, Gay S, Hammond A, Lillicrap M, Matthan J, Singh M; UK Clinical Reasoning in Medical Education (CReME) consensus statement group. Consensus statement on the content of clinical reasoning curricula in undergraduate medical education. Med Teach. 2021 Feb;43(2):152-159. doi: 10.1080/0142159X.2020.1842343. Epub 2020 Nov 18. Review. — View Citation

Daniel M, Rencic J, Durning SJ, Holmboe E, Santen SA, Lang V, Ratcliffe T, Gordon D, Heist B, Lubarsky S, Estrada CA, Ballard T, Artino AR Jr, Sergio Da Silva A, Cleary T, Stojan J, Gruppen LD. Clinical Reasoning Assessment Methods: A Scoping Review and Practical Guidance. Acad Med. 2019 Jun;94(6):902-912. doi: 10.1097/ACM.0000000000002618. Review. — View Citation

Duca NS, Glod S. Bridging the Gap Between the Classroom and the Clerkship: A Clinical Reasoning Curriculum for Third-Year Medical Students. MedEdPORTAL. 2019 Jan 25;15:10800. doi: 10.15766/mep_2374-8265.10800. — View Citation

Huhn K, Gilliland SJ, Black LL, Wainwright SF, Christensen N. Clinical Reasoning in Physical Therapy: A Concept Analysis. Phys Ther. 2019 Apr 1;99(4):440-456. doi: 10.1093/ptj/pzy148. — View Citation

Jamieson M, Krupa T, O'Riordan A, O'Connor D, Paterson M, Ball C, Wilcox S. Developing empathy as a foundation of client-centred practice: evaluation of a university curriculum initiative. Can J Occup Ther. 2006 Apr;73(2):76-85. — View Citation

Min Simpkins AA, Koch B, Spear-Ellinwood K, St John P. A developmental assessment of clinical reasoning in preclinical medical education. Med Educ Online. 2019 Dec;24(1):1591257. doi: 10.1080/10872981.2019.1591257. — View Citation

Posel N, Mcgee JB, Fleiszer DM. Twelve tips to support the development of clinical reasoning skills using virtual patient cases. Med Teach. 2015;37(9):813-8. doi: 10.3109/0142159X.2014.993951. Epub 2014 Dec 19. — View Citation

Svalastog AL, Donev D, Jahren Kristoffersen N, Gajovic S. Concepts and definitions of health and health-related values in the knowledge landscapes of the digital society. Croat Med J. 2017 Dec 31;58(6):431-435. — View Citation

Ten Cate O. Competency-Based Postgraduate Medical Education: Past, Present and Future. GMS J Med Educ. 2017 Nov 15;34(5):Doc69. doi: 10.3205/zma001146. eCollection 2017. — View Citation

Wenham J, Best M, Kissane DW. Systematic review of medical education on spirituality. Intern Med J. 2021 Nov;51(11):1781-1790. doi: 10.1111/imj.15421. Review. — View Citation

* Note: There are 11 references in all — Click here to view all references

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Chinese version of the Jefferson Scale of Empathy-Health Profession Students	A total of 20 questions were used to self-assess participants' empathy status and were scored using a 7-point Likert scale. The content covered three sections, including 10 questions on the perspective taking section, 8 questions on the compassionate care section, and 2 questions on standing in the patient's shoes.	Change from Baseline at 2 weeks
Primary	The Self-Assessment of Clinical Reflection and Reasoning	A 26-item, five-point Likert scale was used to self-assess clinical reasoning skills, including strongly disagree, disagree, unsure, agree, and strongly agree.	Change from Baseline at 2 weeks
Secondary	Satisfaction Questionnaire	The researchers designed the form to understand the subjects' satisfaction with the content of the training course, the usefulness of the training course for clinical practice, and their suggestions for the training course. Satisfaction with the content of the training course and the usefulness of the training course for clinical practice were rated on a five-point Likert scale of very dissatisfied, dissatisfied, fair, satisfied, and very satisfied.	up to 2 weeks