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Background <p>Empathy is pivotal in healthcare with implications for patient outcomes and provider wellness. While the importance of empathy is widely accepted, there are no current best practices in how to develop medical trainees’ empathy. This study assessed the outcomes of a novel drama-based workshop – Relational Empathy And Communication Training (REACT) – in developing medical students’ empathy.</p> Methods <p>A cohort of 10 first-year medical students elected to participate in a 1.5-hour workshop that was led by a theatre professional and used non-clinical drama-based acting and improvisation exercises. Learner satisfaction was assessed with a post-intervention survey. Learners self-assessed any change in their awareness of their physicality or confidence in their communication skills post-intervention. Leaner empathy was assessed pre- and post-intervention with a version of the Jefferson Scale of Empathy.</p> Results <p>While those that elected to participate in REACT were generally satisfied with the intervention, 92% of potential participants from the larger first-year cohort chose not to participate. Of those that attended, a majority reported increased awareness of their physicality. There was a statistically significant increase in empathy scores 1-month post-intervention (114.6 ± 11.4, 119.0 ± 11.5, <i>p</i> &lt; 0.005).</p> Conclusion <p>Results from this exploratory pilot study show drama-based instructional strategies show promise as a novel way to increase medical trainees’ empathy, but further studies are needed to assess the generalizability of these results and the acceptability of these embodied interventions in the broader medical student cohort.</p>

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Study on a drama-based Relational Empathy and Communication Training (REACT) to improve medical student empathy

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月19日

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  • Bernard A. Landry-Wegener,
  • Amanda Bertram,
  • Andrew Pastides,
  • Stephen M. Sozio

摘要

Background

Empathy is pivotal in healthcare with implications for patient outcomes and provider wellness. While the importance of empathy is widely accepted, there are no current best practices in how to develop medical trainees’ empathy. This study assessed the outcomes of a novel drama-based workshop – Relational Empathy And Communication Training (REACT) – in developing medical students’ empathy.

Methods

A cohort of 10 first-year medical students elected to participate in a 1.5-hour workshop that was led by a theatre professional and used non-clinical drama-based acting and improvisation exercises. Learner satisfaction was assessed with a post-intervention survey. Learners self-assessed any change in their awareness of their physicality or confidence in their communication skills post-intervention. Leaner empathy was assessed pre- and post-intervention with a version of the Jefferson Scale of Empathy.

Results

While those that elected to participate in REACT were generally satisfied with the intervention, 92% of potential participants from the larger first-year cohort chose not to participate. Of those that attended, a majority reported increased awareness of their physicality. There was a statistically significant increase in empathy scores 1-month post-intervention (114.6 ± 11.4, 119.0 ± 11.5, p < 0.005).

Conclusion

Results from this exploratory pilot study show drama-based instructional strategies show promise as a novel way to increase medical trainees’ empathy, but further studies are needed to assess the generalizability of these results and the acceptability of these embodied interventions in the broader medical student cohort.