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Table 3 Various Teaching Modalities Used to Nurture Empathy in Medical Education

From: A systematic scoping review of approaches to teaching and assessing empathy in medicine

Modalities References
Didactic teaching sessions [4, 6, 7, 12, 15, 17, 40, 43, 47, 51, 57, 59, 61, 64, 65, 72, 76, 84, 86, 89, 91, 108, 109, 113, 116, 127,129,129, 144]
Group discussion [7, 10, 12, 16, 17, 42, 45, 50, 51, 53, 57,59,59, 66, 67, 73, 80, 82, 100, 102, 103, 106, 109, 111,113,113, 116, 128, 142,145,144]
Role play [6, 7, 12, 13, 15, 40, 43, 45, 47, 51, 65, 74, 78, 91, 98, 91, 108, 110, 116, 117, 119, 122, 128, 139, 142,145,144]
Simulated patients [2, 8, 41, 49, 115, 122, 126, 132, 133, 145]
Simulations and experiential learning [9, 63, 82, 131, 132, 138, 146, 147, 148]
Virtual patients [118, 121, 136]
Real patients [43, 59, 88, 101, 125]
Balint groups [45, 68, 105, 123, 149, 150]
Multimedia tools [1, 4, 19, 39, 46, 51, 54, 55, 62, 66, 69, 91, 95, 106, 109, 110, 114, 125, 139]
Arts and humanities [4, 5, 16, 43, 49, 52, 58, 60, 67, 71,73,73, 83, 91, 111, 113, 120, 136, 151]
Longitudinal integrated clerkship [11, 72]