Simulation-Based Learning as a Tool for Assessing and Fostering Awareness of Empathic Patterns in Teacher Education

Simulation-Based Learning (SBL) in education has demonstrated significant potential in preparing participants to effectively address future challenges in a dynamic and ever-changing world. Empathy, as a multidimensional skill, is fundamental to successfully navigate these complex situations. This study aims to assess the effectiveness of SBL in enhancing student teachers’ awareness and understanding of empathy’s multifaceted nature. Using a quasi-experimental design, 232 students participated in courses that integrated empathy instruction with simulation workshop experiences. The students used a rubric based on the Empathetic Patterns in Interpersonal Communication (EPIC) model, developed and validated by the authors in prior studies, to identify empathic patterns in two videotaped simulations shown to them at the beginning and end of the course. The same task was completed by seven content experts in empathy and psychology, as well as six experienced simulation workshop instructors serving as clinical experts. Additionally, the students responded to open-ended questions suggesting various expressions of empathy. The results indicated that SBL workshops, when integrated into a teaching framework that addresses empathy and analyzed through a structured rubric, can serve as an effective platform for enhancing students’ ability to identify and understand empathic patterns.