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Evolution of Empathy and Emotional Intelligence During a Doctor-patient Relationship Training

NCT03887195 · Status: COMPLETED · Type: OBSERVATIONAL · Enrollment: 403

Last updated 2026-03-05

No results posted yet for this study

Summary

Background: Empathic skills of medical students decrease during their studies. Besides, communication skills training is French context. In this context doctor-patient relationship training was built at Paris Descartes University for the 4th year medical students. Implementation of this training aims at maintaining or even increasing empathic and emotional skills of students.

Objective: to evaluate effectiveness of this training on medical students skills, knowledge and attitudes.

Methodology: Interventional and longitudinal monocentric study Pre/post-test auto-assessment for

* empathic skills score assessed with the Jefferson Scale of Physician Empathy- Medical Student Version (JSPE-MS)
* emotional intelligence's score assessed with the Emotional Expressivity Scale (EES)
* students' declarative knowledge of the doctor-patient relationship assessed with multiple choice question.

Post-test assessement for:

* empathic skills assessed by simulated patients with CARE grid during the Objective Structured Clinical Examination (OSCE).
* satisfaction auto-questionnaire.
* socio-demographic and education data.

Conditions

  • Empathy
  • Emotional Intelligence

Interventions

OTHER

Training mandatory module about the therapeutic relationship

The training programme is composed by: * 2 lectures (optional) * 6 supervision sessions by Balint type groups (5 of which are mandatory); * 5 role-plays (all required); * 2 OSCE with patient actors (all required). This teaching is initiated by two lectures on the relationship, the awareness, the listening, the empathy, the therapeutic distance, and the personal impacts that affect the relationship. It included six sessions of Therapeutic Relation Training Groups inspired by the Balint groups. Five role-play sessions are also organized from January to May, the students could play the doctor or the patient. The scenarios are about the following themes: announcement of bad news; accompaniment of chronic disease; management of aggressiveness and hostility; etc. After the role-play, a feedback done by the teacher and the group helps to elaborate what has happened. Finally, a formative assessment will be made during the Clinical Objective Structured Examination.

Sponsors & Collaborators

  • University of Paris 5 - Rene Descartes

    collaborator OTHER

  • URC-CIC Paris Descartes Necker Cochin

    collaborator OTHER

  • Assistance Publique - Hôpitaux de Paris

    lead OTHER

Principal Investigators

  • Marie-Aude PIOT, D, PhD candidate · Institut National de la Santé Et de la Recherche Médicale, France

  • Céline Buffel du Vaure, MD, PhD, MCU · University of Paris 5 - Rene Descartes

  • Louis Baptiste Jaunay, MD, CCU · University of Paris 5 - Rene Descartes

Eligibility

Min Age
18 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2019-06-01
Primary Completion
2019-06-30
Completion
2019-06-30

Countries

  • France

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT03887195 on ClinicalTrials.gov