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Fostering empathy in clinical teaching and learning environments: A unified approach

Samra, Rajvinder and Jones, Emma (2019). Fostering empathy in clinical teaching and learning environments: A unified approach. Australian Journal of Clinical Education (In Press).

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Abstract

This paper draws together broad insights into the notion of empathy generally with specific lessons learned from current approaches to empathy within both law and medicine. The role of empathy is becoming more central to modern professionalism in both fields as they demonstrate a movement towards partnership-building, with an emphasis on patient-centred decision-making in medicine and more holistic, personalised client care within law. The paper’s aim is to identify key principles to inform the development of a unified approach to the inclusion of empathy within clinical teaching and learning environments. These principles can then be used as a basis to highlight and share best practice and consider common challenges and opportunities, as well as being drawn upon by those working within interdisciplinary clinical partnerships. Identifying and exploring key principles will assist in ensuring that empathy is acknowledged and utilised in a psychologically and emotionally healthy and appropriate manner to benefit the students, clients, patients and other stakeholders involved.

Item Type: Journal Item
Copyright Holders: 2019 Rajvinder Samra, 2019 Emma Jones
Keywords: Empathy; medical education; legal education; interdisciplinary framework; unified approach
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care > Health and Social Care
Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care
Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Business and Law (FBL) > Law
Faculty of Business and Law (FBL)
Item ID: 66642
Depositing User: Emma Jones
Date Deposited: 23 Sep 2019 09:39
Last Modified: 04 Oct 2019 11:58
URI: http://oro.open.ac.uk/id/eprint/66642
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