Arikala, Hema

Manobianco, Steven

Mhaskar, Rahul, PhD, MPH

Quinn, Joann, PhD

Watson, Jessica, MD

English

Lehigh Valley Health Network: LVHN Scholarly Works

Lehigh Valley Health NetworkLVHN Scholarly WorksUSF-LVHN SELECTEvaluating longitudinal empathy changes from asupplemental mindfulness curriculum in four-yearmedical education programSteven ManobiancoUSF MCOM- LVHN, Steven.Manobianco@lvhn.orgHema ArikalaUSF MCOM- LVHN, Hema.Arikala@lvhn.orgJessica Watson MDRahul Mhaskar PhD, MPHJoann Quinn PhDFollow this and additional works at: https://scholarlyworks.lvhn.org/select-programPart of the Medical Education CommonsThis Poster is brought to you for free and open access by LVHN Scholarly Works. It has been accepted for inclusion in LVHN Scholarly Works by anauthorized administrator. For more information, please contact LibraryServices@lvhn.org.Published In/Presented AtManobianco, S. Arikala, H. Watson, J. Mhaskar, R. Quinn, J. (2019, March). Evaluating longitudinal empathy changes from asupplemental mindfulness curriculum in four-year medical education program. Poster Presented at: 2019 SELECT Capstone Posters andPresentations Day. Kasych Family Pavilon, Lehigh Valley Health Network, Allentown, PA..© 2018 Lehigh Valley Health NetworkLehigh Valley Health Network, Allentown, PennsylvaniaLongitudinal quantification of medical student mindfulness in an experimental undergraduate medical educational curriculum focused on emotional intelligence showed preservation of mindfulness across four years in one class and a decrease between the beginning of the second and third years in another class. Further data analysis is pending focus group testing of the Class of 2020 finishing their third year of medical school and study/correlation of empathy data on these two medical classes. This study highlights the need for further longitudinal studies assessing the efficacy of experimental educational models on the empathy and mindfulness of medical students.Evaluating longitudinal empathy changes from a supplemental mindfulness curriculum in four-year medical education programREFERENCES• Class of 2019 maintained scores in mindfulness through all four years, with a significant increase noted when comparing MS1 and MS4 scores on the FFMQ; this trend was not present on the MAAS.• Class of 2020 had a significant increase in FFMQ score between MS1 and MS2, but subsequently decreased in both MAAS and FFMQ scores between MS2 and MS3.• Both classes did not significantly differ in baseline mindfulness scores, and responses to MS1 focus groups do not fully explain differences seen in scoring trends.• Without JSE data, no inferences can be derived regarding the correlation of mindfulness and empathy scores or differences between the Class of 2019 and 2020.• Data interpretation is limited by the small sample size of each class, test-retest bias, and lack of access to the JSE data at this time. Additionally, this study is limited by not utilizing the non-SELECT USF medical students as controls to better understand the direct impact of the SELECT curriculum.• As the SELECT program continues to focus on fostering medical student emotional intelligence, these findings can help identify areas for improvement within the program and advance towards its goal of training the physician leaders of the future.• Three surveys were administered at the beginning of each academic year for two SELECT classes (Class of 2019 and 2020):– Jefferson Scale of Empathy (JSE)– Mindful Attention Awareness Scale (MAAS)– Five Facet Mindfulness Questionnaire (FFMQ)• Survey scores were anonymous and compared between classes and years by paired difference analysis.• Focus groups were held at the end of the first (MS1) and third (MS3) academic years to assess qualitative factors affecting students’ SELECT experiences.– Focus groups were comprised of low- and high-scoring survey respondents; scores were de-anonymized by administrative partners and names for potential participants were returned to the research team without identifying which scores corresponded to each student.– 20 students from each class were invited to participate in focus groups.– Questions focused on pre-exposure to EI, experience during SELECT, and life experiences that may have impacted the educational experience.Steven ManobiancoHema Arikala, Jessica Watson MD, Rahul Mhaskar PhD MPH, Joann Quinn PhDBackgroundMethodsResults DiscussionConclusions1. Dyrbye, L. N., West, C. P., Satele, D., Boone, S., Tan, L., Sloan, J., & Shanafelt, T. D. (2014). Burnout among U.S. medical students, residents, and early career physicians relative to the general U.S. population. Academic Medicine: Journal of the Association of American Medical Colleges, 89(3), 443–451. https://doi.org/10.1097/ACM.00000000000001342. Rotenstein, L. S., Ramos, M. A., Torre, M., Segal, J. B., Peluso, M. J., Guille, C., … Mata, D. A. (2016). Prevalence of Depression, Depressive Symptoms, and Suicidal Ideation Among Medical Students: A Systematic Review and Meta-Analysis. JAMA, 316(21), 2214–2236. https://doi.org/10.1001/jama.2016.173243. Hojat, M., Vergare, M. J., Maxwell, K., Brainard, G., Herrine, S. K., Isenberg, G. A., … Gonnella, J. S. (2009). The devil is in the third year: a longitudinal study of erosion of empathy in medical school. Academic Medicine: Journal of the Association of American Medical Colleges, 84(9), 1182–1191. https://doi.org/10.1097/ACM.0b013e3181b17e554. Medicine, U.o.S.F.M.C.o. MD SELECT Program. 2016  01/12/2016]; Available from: http://health.usf.edu/medicine/mdprogram/select/index.htm.Problem Statement• Medical students are at increased risk for burnout, depression, and depersonalization compared to the general population– 13.5% absolute increase in prevalence of depression after beginning medical school– 11.1% report suicidal ideation during medical school• Empathy and mindfulness ratings significantly decrease throughout medical education, most notably when transitioning from pre-clinical to clinical training.• The University of South Florida Morsani College of Medicine and Lehigh Valley Health Network launched the “SELECT (Scholarly Excellence. Leadership Experiences. Collaborative Training.) MD” program, combining a traditional medical education with a unique emphasis on emotional intelligence (EI).• The program posits that the cultivation of EI throughout all four years of medical school will lead to the development of more compassionate and empathetic physicians. 58.36 58.3660.55 59.6957.86 55.7261.3215202530354045505560657075808590C/O 2019 C/O 2020MAAS, Mean, By Class and YearMS1 MS2 MS3 MS4MAASPaired DifferencesSig. (2-tailed)MeanStd. Dev.95% CILower Upper2019 MS1 & 2019 MS2 -3.211 13.672 -7.704 1.283 0.1562019 MS1 & 2019 MS3 -0.194 14.108 -5.368 4.981 0.9402019 MS1 & 2019 MS4 -2.730 13.101 -7.098 1.639 0.2132019 MS2 & 2019 MS3 2.714 16.776 -3.049 8.477 0.3452019 MS3 & 2019 MS4 -4.343 16.104 -9.875 1.189 0.1202020 MS1 & 2020 MS2 -3.474 12.502 -7.583 0.636 0.0952020 MS1 & 2020 MS3 3.244 14.083 -0.986 7.475 0.1292020 MS2 & 2020 MS3 4.690 13.146 0.594 8.787 0.0262019 MS2 & 2020 MS2 -0.132 14.800 -4.996 4.733 0.9572019 MS3 & 2020 MS3 2.943 16.419 -2.697 8.583 0.296127.71 127.71131.11134.26134.44124.40141.143954698499114129144159174189C/O 2019 C/O 2020FFMQ, Mean, By Class and YearMS1 MS2 MS3 MS4FFMQPaired DifferencesSig. (2-tailed)MeanStd. Dev.95% CILower Upper2019 MS1 & 2019 MS2 -5.326 27.315 -13.732 3.081 0.2082019 MS1 & 2019 MS3 -6.935 22.689 -15.258 1.387 0.0992019 MS1 & 2019 MS4 -13.850 26.577 -22.350 -5.350 0.0022019 MS2 & 2019 MS3 -2.735 22.891 -10.723 5.252 0.4912019 MS3 & 2019 MS4 -6.206 26.570 -15.477 3.065 0.1822020 MS1 & 2020 MS2 -8.667 26.307 -17.194 -0.139 0.0472020 MS1 & 2020 MS3 4.044 26.541 -3.929 12.018 0.3122020 MS2 & 2020 MS3 9.400 25.119 1.367 17.433 0.0232019 MS2 & 2020 MS2 -3.146 26.067 -11.374 5.081 0.4442019 MS3 & 2020 MS3 10.735 28.345 0.845 20.625 0.034• No significant difference between classes at baseline (MS1)• Preserved score for C/O 2019 through all four years• Significant decrease for C/O 2020 between MS2 and MS3• No significant difference between classes at baseline (MS1)• Preserved score for C/O 2019 through all four years• Significant increase for C/O 2020 between MS1 and MS2, with decrease between MS2 and MS3• C/O 2019 scored higher MS3 compared to C/O 2020Significant trends from MS1 focus groups for Class of 2019 (N=13) and Class of 2010 (N=12)• Prior exposure to mindfulness and EI (1/13 vs 6/12)• Importance of EI/mindfulness/empathy in applying to medical school (1/13 vs 7/12)• Participation in activities related to EI/mindfulness/empathy outside of school (8/13 vs 3/12)• Changing opinions of the SELECT program throughout the year (13/13 vs 12/12)• Recommend SELECT over the traditional medical curriculum (8/13 vs 12/12)• JSE data was not available at time of analysis.• Data collection is complete through Winter 2019 and continues with MS3 focus groups for the Class of 2020 during Spring 2019.How does a longitudinal EI-based supplemental medical curriculum affect the mindfulness and empathy of medical students?

Evaluating longitudinal empathy changes from a supplemental mindfulness curriculum in four-year medical education program

https://scholarlyworks.lvhn.org/cgi/viewcontent.cgi?article=1268&context=select-program

Evaluating longitudinal empathy changes from a supplemental mindfulness curriculum in four-year medical education program

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