Differences in Student and Faculty Ratings of Empathy in a Simulated Patient Encounter

Objective: Literature has noted the importance of self-reflection and metacognition in learning, particularly related to the affective domain. As part of empathy development, faculty ratings of empathy may be useful tools to aid students in metacognition. Prior empathy assessment at our program integrated patient feedback only. Thus, the objectives of this project were to (1) examine differences in student and faculty ratings of empathy in a simulated patient encounter and (2) explore student self-reflection after receiving faculty ratings as a tool to aid reflection.