Multi-institutional intervention to improve patient perception of physician empathy in emergency care.

Autor:	Pettit K; Department of Emergency Medicine, Indiana University School of Medicine, Indianapolis, Indiana, USA., Messman A; Department of Emergency Medicine, Wayne State University School of Medicine, Detroit, MI, USA., Scott N; Hennepin County Medical Center, Minneapolis, Minnesota, USA., Puskarich M; Hennepin County Medical Center, Minneapolis, Minnesota, USA., Wang H; Department of Emergency Medicine, JPS Health Network, Fort Worth, Texas, USA., Alanis N; Department of Emergency Medicine, John Peter Smith Hospital, Fort Worth, Texas, USA.; Department of Emergency Medicine, Integrative and Computational Neurosciences Research Unit, Dallas, Texas, USA., Dehon E; University of Mississippi Medical Center, Jackson, Mississippi, USA., Konrath S; Indiana University, Purdue University at Indianapolis Lilly Family School of Philanthropy, Indianapolis, Indiana, USA., Welch RD; Department of Emergency Medicine, Wayne State University School of Medicine, Detroit, MI, USA., Kline J; Department of Emergency Medicine, Wayne State University School of Medicine, Detroit, MI, USA jkline@wayne.edu.
Jazyk:	angličtina
Zdroj:	Emergency medicine journal : EMJ [Emerg Med J] 2022 Jun; Vol. 39 (6), pp. 420-426. Date of Electronic Publication: 2021 Dec 21.
DOI:	10.1136/emermed-2020-210757
Abstrakt:	Background: Physician empathy has been linked to increased patient satisfaction, improved patient outcomes and reduced provider burnout. Our objective was to test the effectiveness of an educational intervention to improve physician empathy and trust in the ED setting. Methods: Physician participants from six emergency medicine residencies in the US were studied from 2018 to 2019 using a pre-post, quasi-experimental non-equivalent control group design with randomisation at the site level. Intervention participants at three hospitals received an educational intervention, guided by acognitivemap (the 'empathy circle'). This intervention was further emphasised by the use of motivational texts delivered to participants throughout the course of the study. The primary outcome was change in E patient perception of resident empathy (Jefferson scale of patient perception of physician empathy (JSPPPE) and Trust in Physicians Scale (Tips)) before (T1) and 3-6 months later (T2). Results: Data were collected for 221 residents (postgraduate year 1-4.) In controls, the mean (SD) JSPPPE scores at T1 and T2 were 29 (3.8) and 29 (4.0), respectively (mean difference 0.8, 95% CI: -0.7 to 2.4, p=0.20, paired t-test). In the intervention group, the JSPPPE scores at T1 and T2 were 28 (4.4) and 30 (4.0), respectively (mean difference 1.4, 95% CI: 0.0 to 2.8, p=0.08). In controls, the TIPS at T1 was 65 (6.3) and T2 was 66 (5.8) (mean difference -0.1, 95% CI: -3.8 to 3.6, p=0.35). In the intervention group, the TIPS at T1 was 63 (6.9) and T2 was 66 (6.3) (mean difference 2.4, 95% CI: 0.2 to 4.5, p=0.007). Hierarchical regression revealed no effect of time×group interaction for JSPPPE (p=0.71) nor TIPS (p=0.16). Conclusion: An educational intervention with the addition of text reminders designed to increase empathic behaviour was not associated with a change in patient-perceived empathy, but was associated with a modest improvement in trust in physicians. Competing Interests: Competing interests: Author JK reports grant money to Indiana University School of Medicine to conduct research conceived and written by JK from Bristol Meyer Squibb and Janssen Pharmaceuticals. (© Author(s) (or their employer(s)) 2022. No commercial re-use. See rights and permissions. Published by BMJ.)
Databáze:	MEDLINE
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