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- Creators: School of Life Sciences
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Description
There is growing concern among physicians, scholars, medical educators, and most importantly among patients, that science and technology have begun to eclipse fundamental attributes, such as empathy in the doctor-patient relationship. As a result, “humanism” in medicine has been a widely debated topic—how to define it, how to promote it, whether it can be taught, and how to qualify (much less quantify) its value in the practice of medicine. Through this research project I sought to better understand the role of humanities coursework in American medical school curricula, and determine whether there was a relationship between the integration of humanities coursework and the maintenance or enhancement of empathy levels in medical students. I reviewed literature with three objectives. (1) To better understand the influential social and political factors of pervasive reforms in US medical school curricula at the beginning of the 20th century, which led to science exclusive pedagogy in physician training (2) To become familiar with the works of iconic personalities in the history of American medical school pedagogy, paying special attention to attitudes and claims describing the role of humanities coursework, and the concept of humanism in the practice of medicine. (3) To observe the discourse underway across a variety of disciplines with regard to the current role of humanities coursework in medical curricula. My research shows that empathy is an essential attribute in the healing relationship, which benefits patients, physicians and improves health outcomes. Despite the importance of empathy, current physician training is documented as eroding empathy levels in medical students. Though the definition of ‘humanities’ in the context of medical school curricula remains vague and even contradictory, support for integration of humanities coursework is growing as an effective intervention for maintaining or enhancing levels of empathy.
ContributorsCraer, Jennifer Ryan (Author) / Maienschein; Lynch, Jane; John (Thesis director) / Ellison, Karin (Committee member) / Robert, Jason (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
There is growing concern among physicians, scholars, medical educators, and most importantly among patients, that science and technology have begun to eclipse fundamental attributes, such as empathy in the doctor-patient relationship. As a result, “humanism” in medicine has been a widely debated topic—how to define it, how to promote it, whether it can be taught, and how to qualify (much less quantify) its value in the practice of medicine. Through this research project I sought to better understand the role of humanities coursework in American medical school curricula, and determine whether there was a relationship between the integration of humanities coursework and the maintenance or enhancement of empathy levels in medical students. I reviewed literature with three objectives. (1) To better understand the influential social and political factors of pervasive reforms in US medical school curricula at the beginning of the 20th century, which led to science exclusive pedagogy in physician training (2) To become familiar with the works of iconic personalities in the history of American medical school pedagogy, paying special attention to attitudes and claims describing the role of humanities coursework, and the concept of humanism in the practice of medicine. (3) To observe the discourse underway across a variety of disciplines with regard to the current role of humanities coursework in medical curricula. My research shows that empathy is an essential attribute in the healing relationship, which benefits patients, physicians and improves health outcomes. Despite the importance of empathy, current physician training is documented as eroding empathy levels in medical students. Though the definition of ‘humanities’ in the context of medical school curricula remains vague and even contradictory, support for integration of humanities coursework is growing as an effective intervention for maintaining or enhancing levels of empathy.
ContributorsCraer, Jennifer Ryan (Author) / Maienschein; Lynch, Jane; John (Thesis director) / Ellison, Karin (Committee member) / Robert, Jason (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
During the formative years, habits, outlooks, and attitudes develop which influence social interaction throughout life. Because empathy is crucial in social interaction, empathy development should be supported. Evidence of empathy is first observed around the age of two (Radke-Yarrow et al., 1983, 1984; Spinrad & Fabes, 2009). The purpose of this thesis is to examine empathy in children from multiple perspectives. The scientific literature reviews the discovery of the mirror neuron system (MNS). A study on nine- and ten-year-old children showed a correlation between MNS activity and empathic concern (Pfeifer et al. 2008). Another study with a mean age of 11 demonstrated that high emotional intelligence (EI) resulted in more nominations for "cooperation" and less for "aggression" (Petrides, Sangareau, Furnham & Frederickson, 2006). The three most common EI tests (MSCEIT, TEIQue, Bar-On) are modeled to measure empathy (Bar-On, 2006; Goleman 1998, 1995; Mayer & Caruso 1997; Petrides & Furnham 2001). Psychologists agree that low measures are linked to narcissistic and aggressive behavior. The Observational Study analyzed both evidence of empathy and a lack of empathy in interactions with three- and four-year-old children. Personal experiences were also shared on how empathy was understood and practiced. Lastly, the children's short story was written to support empathy development through fiction-reading.
ContributorsDominic, Bronson (Author) / Hanish, Laura (Thesis director) / Blasingame, James (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
The medical scribe industry is relatively new and populated with pre-medical students trying to gain the necessary experience to be considered qualified candidates for medical school. However, with the emergence of any new industry, there are bound to be flaws in the infrastructure of the position. I chose to investigate the discrepancies between what medical scribe companies were advertising to attract pre-medical students and what pre-medical students reported that they were gaining from the experience. I used qualitative content analysis and a deductive research design based on my own experience and the experience of my fellow scribes. I looked at how medical scribing affected pre-medical students and what struggles they faced when working as a medical scribe. I found that while students reported many negative components of scribing, and that medical scribing companies did not prepare their applicants well for those challenges, most scribes still expressed a significant education benefit to the experience which outweigh the drawbacks. Lastly, I propose the importance of narrative medicine in helping to deal with the hardships of the position and how narrative medicine can serve as a tool for self-reflection on the path to making the next generation of physicians.
ContributorsStefaniak, Pauline (Author) / Robert, Jason (Thesis director) / O'Neil, Erica (Committee member) / Truten, Jack (Committee member) / School of Politics and Global Studies (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
In this honors thesis certain religious and moral beliefs were analyzed and used to predict active euthanasia acceptance for Christians in the United States. The factors used to predict euthanasia acceptance for a suffering, terminally ill individual were religiosity, empathy, God representations, and attitudes toward God. Negative correlations were observed between acceptance of euthanasia and religiosity, empathy, positive attitudes toward God, and a benevolent God representation. Positive correlations were observed between acceptance of euthanasia and negative attitudes toward God, whereas there was no significant correlation between support for euthanasia and an authoritarian God representation. When acceptance of euthanasia was regressed on these independent variables, religiosity was the most significant predictor of acceptance. It was concluded that highly religious Christians may tend to prioritize their religious teachings over their instinctual empathy for a suffering person because prematurely ending a patient’s life interferes with God’s will and reduces his role in worldly affairs.
ContributorsAustin, Richard Vincent (Author) / Johnson, Kathryn (Thesis director) / Cohen, Adam (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Currently, autonomous vehicles are being evaluated by how well they interact with humans without evaluating how well humans interact with them. Since people are not going to unanimously switch over to using autonomous vehicles, attention must be given to how well these new vehicles signal intent to human drivers from the driver’s point of view. Ineffective communication will lead to unnecessary discomfort among drivers caused by an underlying uncertainty about what an autonomous vehicle is or isn’t about to do. Recent studies suggest that humans tend to fixate on areas of higher uncertainty so scenarios that have a higher number of vehicle fixations can be reasoned to be more uncertain. We provide a framework for measuring human uncertainty and use the framework to measure the effect of empathetic vs non-empathetic agents. We used a simulated driving environment to create recorded scenarios and manipulate the autonomous vehicle to include either an empathetic or non-empathetic agent. The driving interaction is composed of two vehicles approaching an uncontrolled intersection. These scenarios were played to twelve participants while their gaze was recorded to track what the participants were fixating on. The overall intent was to provide an analytical framework as a tool for evaluating autonomous driving features; and in this case, we choose to evaluate how effective it was for vehicles to have empathetic behaviors included in the autonomous vehicle decision making. A t-test analysis of the gaze indicated that empathy did not in fact reduce uncertainty although additional testing of this hypothesis will be needed due to the small sample size.
ContributorsGreenhagen, Tanner Patrick (Author) / Yang, Yezhou (Thesis director) / Jammula, Varun C (Committee member) / Computer Science and Engineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05