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Empathy as a silent art - a doctor´s daily balancing act: a qualitative study of senior doctors’ experiences of empathy
Umeå University, Faculty of Medicine, Department of Clinical Sciences, Professional Development.ORCID iD: 0000-0001-9508-868X
Umeå University, Faculty of Medicine, Department of Clinical Sciences, Professional Development.
Umeå University, Faculty of Medicine, Department of Clinical Sciences, Professional Development.
Umeå University, Faculty of Medicine, Department of Clinical Sciences, Professional Development.ORCID iD: 0000-0003-2876-8567
2022 (English)In: PLOS ONE, E-ISSN 1932-6203, Vol. 17, no 12, article id e0277474Article in journal (Refereed) Published
Abstract [en]

Empathy in the doctor-patient relationship is of great importance and has long been considered a true professional virtue for doctors. Despite the general agreement concerning the importance of empathy, there is no consensus regarding the definition of empathy in medical research. While several quantitative studies, measuring empathy as an individual trait, show a decline in empathy among medical students, other studies have shown that empathy is influenced by contextual factors as well as the availability of role models. Therefore, further studies about the transition from medical school to clinical work also including the perspective of senior doctors are needed. The study presented in this article aims to better understand the clinical conditions for empathy through interviews with senior doctors about their lived experience of empathy. Twelve senior doctors, from different specialities were interviewed using a semi-structured approach. The data was analysed using content analysis. The analysis resulted in the main theme: Empathy as a silent art–a doctor‘s daily balancing act. This main theme comprised three categories: “A tacit, yet language-dependent process”, “A daily balancing act” and “An unsupported path towards mastery”. Doctors face many challenges in their daily balancing act between individual and structural conditions that may affect empathy. In order to maintain and further develop empathy, doctors need working conditions allowing for collegial reflection and conversations that promote empathy.

Place, publisher, year, edition, pages
Public Library of Science , 2022. Vol. 17, no 12, article id e0277474
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-201998DOI: 10.1371/journal.pone.0277474ISI: 000925175100026PubMedID: 36520784Scopus ID: 2-s2.0-85144131127OAI: oai:DiVA.org:umu-201998DiVA, id: diva2:1722532
Available from: 2022-12-29 Created: 2022-12-29 Last updated: 2025-05-12Bibliographically approved
In thesis
1. Jag tror jag är det; vi behöver det – men det är svårt: patienters och läkares erfarenheter av empati i vårdens vardag
Open this publication in new window or tab >>Jag tror jag är det; vi behöver det – men det är svårt: patienters och läkares erfarenheter av empati i vårdens vardag
2025 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
I believe I am; we need it – but it is difficult : patients and doctors experiences of empathy in the everyday life of healthcare
Abstract [en]

Background: Empathy — the ability to recognize others’ emotions, understand their feelings and situations, and respond in a helpful way — is a fundamental component of the patient–doctor relationship. It is associated with several positive outcomes in patient care. However, numerous quantitative studies suggest that empathy tends to decline during medical education and as doctors progress through clinical training. This thesis adopts a qualitative approach to explore the prerequisites for, and potential challenges to, empathy in healthcare, through the perspectives and lived experiences of medical students, doctors, and patients.

Method: This thesis is based on empirical material from four different interview studies, all of which employed a qualitative analysis, inspired by qualitative content analysis and constructivist grounded theory.

Findings and reflections: Junior doctors describe empathy as contextual and influenced by, for example time constraints and workplace culture. Additionally, senior colleagues were seen as particularly important role models in developing and maintaining empathic abilities. Senior doctors reported a daily balancing act, navigating challenges between individual and structural conditions that may affect empathy. Medical students experienced clashes between theoretical teachings and clinical reality regarding empathy, and they made efforts to develop and sustain empathy during their education. Patients expressed a longing for a more personal connection with healthcare personnel. They described inequities in the patient-doctor relationship, which could be partly bridged through empathy.

Conclusions: Both doctors and patients consider empathy crucial in the patient – doctor relationship. However, there are challenges related to empathy both in individual interactions and at a structural level in clinical and educational contexts. To maintain and further develop empathy, doctors need working conditions that allow for collegial reflection and conversations that promote empathy. This approach would also benefit medical students, who are influenced by teachers and clinical doctors as role models for empathy.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2025. p. 90
Series
Umeå University medical dissertations, ISSN 0346-6612 ; 2360
Keywords
Medical education, medical students, physicians, empathy, patient-doctor relationship, professional development, qualitative methods, Läkarutbildning, läkarstudenter, läkare, empati, patient-läkarrelation, professionell utveckling, kvalitativ metod
National Category
Other Health Sciences
Research subject
professional development
Identifiers
urn:nbn:se:umu:diva-238545 (URN)978-91-8070-711-4 (ISBN)978-91-8070-710-7 (ISBN)
Public defence
2025-06-05, Hörsal Betula, by 6M, målpunkt L0, Norrlands universitetssjukhus, Umeå, 09:00
Opponent
Supervisors
Available from: 2025-05-15 Created: 2025-05-12 Last updated: 2025-05-12Bibliographically approved

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von Knorring, JohannaLehti, ArjaMartin, FahlströmSemb, Olof

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