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Table 7 Enablers and Barriers to a Successful Curriculum

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

Barrier Studies
Insufficient time for training [7, 42, 44, 55, 70, 72, 79, 81, 83, 85, 97, 100, 101, 105, 125, 128, 133, 143]
Participant resistance to curriculum [84, 88, 111, 115, 125, 126, 128, 150, 151]
Inexperience among participants with empathetic communication prior to curriculum [59, 89, 91, 128, 149, 151]
Stressors outside curriculum affecting participant performance [5, 41, 97, 148, 151]
Poor role modelling outside of curriculum time [13, 80, 83, 84, 115, 118, 124, 126]
Lack of resources [7, 62]
Lack of incentive for participants [5, 118]
Enablers Studies
Adequacy of financial support [2, 3, 6, 12, 15, 19, 38, 43,45,45, 50, 54, 56, 59, 61, 64, 70, 71, 75, 77, 78, 80, 84, 96, 100, 106, 113,115,115, 117, 120, 138, 145]
Timing of curriculum was convenient for participants [47, 55, 63, 130, 151]
Participants were motivated [77]
Participant exposure to role models outside of intervention [16, 58, 62]