Empathy and equanimity toward caregivers: a pre-post study on AETCOM module 2.8 in phase II MBBS students

Nayer Rashid; Jasleen Kaur; Pankaj Gupta; Jyoti Maria; Bharat Vaishnav

doi:10.18203/2319-2003.ijbcp20261948

Authors

Nayer Rashid Department of Pharmacology, ESIC Hospital and Medical College, Faridabad, U. P., India
Jasleen Kaur Department of Pharmacology, ESIC Hospital and Medical College, Faridabad, U. P., India
Pankaj Gupta Department of Pharmacology, ESIC Hospital and Medical College, Faridabad, U. P., India
Jyoti Maria Department of Pharmacology, ESIC Hospital and Medical College, Faridabad, U. P., India
Bharat Vaishnav Department of Pharmacology, ESIC Hospital and Medical College, Faridabad, U. P., India

DOI:

https://doi.org/10.18203/2319-2003.ijbcp20261948

Keywords:

Empathy, Equanimity, Caregivers, AETCOM, Medical education

Abstract

Background: Empathy and equanimity are essential competencies in medical education, influencing patient outcomes and caregiver engagement. The attitude, ethics, and communication (AETCOM) module introduced by the National Medical Commission aims to cultivate these attributes among undergraduate medical students; however, empirical evidence of its effectiveness remains limited. Aim was to evaluate the impact of AETCOM Module 2.8 on empathy and equanimity toward caregivers among phase 2 MBBS students using a pre-post study design.

Methods: This pre-test/post-test study included 89 phase 2 MBBS students (88 completed post-test). The intervention comprised interactive sessions including discussions, role-plays, and reflective exercises. A validated Likert-scale questionnaire assessed four domains: understanding caregivers’ challenges, communication and professionalism, equanimity and emotional self-management, and overall empathy. Quantitative data were analysed using paired t-tests, while qualitative reflections underwent thematic analysis.

Results: Overall empathy scores increased significantly from 57.9±8.63 to 62.7±7.21 (p<0.001). Significant improvements were observed in understanding caregivers’ challenges (+1.3), communication and professionalism (+0.9), and equanimity (+1.3) (all p<0.001). Neutral and negative responses decreased by over 35%. Qualitative reflections highlighted increased awareness of caregivers’ holistic burdens and a commitment to empathetic, composed clinical interactions.

Conclusions: AETCOM module 2.8 significantly enhanced empathy and equanimity among MBBS students. Integrating interactive and reflective learning approaches within medical curricula can foster compassionate, professional, and emotionally resilient future physicians.

References

Hojat M. Empathy in patient care: antecedents, development, measurement, and outcomes. New York: Springer. 2007.

Kirkwood J, Rampes H. Mindfulness and resilience in healthcare professionals. Med Educ. 2007;41(11):1020-6.

Neumann M, Edelhäuser F, Tauschel D. Empathy decline and its reasons: a systematic review of studies with medical students and residents. Acad Med. 2011;86(8):996-1009.

Germer CK, Neff KD. Self-compassion in clinical practice. J Clin Psychol. 2013;69(8):856-67.

National Medical Commission. Competency-based undergraduate curriculum for the Indian medical graduate. New Delhi: National Medical Commission. 2020.

Stepien KA, Baernstein A. Educating for empathy: a review. J Gen Intern Med. 2006;21(5):524-30.

Shapiro J, Morrison E, Boker J. Teaching empathy to first-year medical students. Educ Health (Abingdon). 2004;17(1):73-84.

Kumar S, Sangeetha S. Impact of AETCOM modules on empathy among undergraduate medical students. Natl Med J India. 2021;34(4):210-5.

Sangeetha S, Kumar S. Evaluation of AETCOM implementation in undergraduate medical education. Indian J Med Ethics. 2022;7(2):120-6.

Riess H. The science of empathy. J Patient Exp. 2017;4(2):74-7.

Hudson P, Payne S. Family caregivers and palliative care: current status and future agenda. Palliat Med. 2010;24(6):557-65.

Reinhard SC, Given B, Petlick NH, Bemis A. Supporting family caregivers in providing care. Washington (DC): AARP Public Policy Institute. 2008.

Decety J, Fotopoulou A. Why empathy has a beneficial impact on others in medicine. Front Behav Neurosci. 2015;9:457.

Batt-Rawden SA, Chisolm MS, Anton B, Flickinger TE. Teaching empathy to medical students: a systematic review. Acad Med. 2013;88(8):1171-7.

Wear D, Zarconi J. Can compassion be taught? Acad Med. 2008;83(10):948-53.

Halpern J. What is clinical empathy? J Gen Intern Med. 2003;18(8):670-4.

Singh T, Sharma M, Nagesh S. Competency-based medical education in India: current status and way forward. Natl Med J India. 2023;36(1):15-20.

Bas-Sarmiento P, Fernández-Gutiérrez M, Baena-Baños M, Correro-Bermejo Y. Empathy training in healthcare professionals: a systematic review. Int J Environ Res Public Health. 2022;19(2):588.

World Health Organization. Framework on integrated people-centred health services. Geneva: World Health Organization. 2022.