(221) Differences in Student and Faculty Ratings of Empathy in a Simulated Patient Encounter

Objective : Literature has noted the importance of self-reflection and metacognition in learning, particularly related to the affective domain. As part of empathy development, faculty ratings of empathy may be useful tools to aid students in metacognition. Prior empathy assessment at our program integrated patient feedback only. Thus, the objectives of this project were to (1) examine differences in student and faculty ratings of empathy in a simulated patient encounter and (2) explore student self-reflection after receiving faculty ratings as a tool to aid reflection.

Methods: A 7-item scale (Kiersma-Chen Empathy Scale (KCES)-Rater) was developed and piloted for use by faculty rating student empathy in a standardized patient encounter. The KCES-Rater mirrors a 7-item subscale of the KCES, which allows an individual to rate their own perceived empathy. Students were asked to complete the KCES-R after a cardiology-focused motivational interviewing patient encounter. Faculty rated the student encounter using the KCES-Rater, as did standardized patients using a separate parallel scale. Students received their video as well as the faculty and patient ratings of their empathy; they were prompted to reflect on their empathy using these items. Comparisons were made between faculty and student ratings using a Wilcoxon Signed Ranks test. Thematic analysis was performed on reflections.

Results: A total of 62 student encounters over 2 years showed significantly higher self-assessment of empathy on 5 of the 7 items compared to faculty ratings (p < 0.05). A common theme reported by students was the benefit of having a faculty rating to aid them in appropriately identifying and evaluating their strengths and areas for improvement.

Conclusions: Adding faculty feedback in addition to patient feedback may be a valuable tool in facilitating student metacognition development.