(206) A systematic review exploring the linkages between empathy development and professional identity formation

Objective : Given the importance of empathy in patient interactions as well as for students to form their professional identity (PIF), it is necessary to examine whether or not empathy is a key component of PIF. There is little information about this concept; thus, the objective of this project is to systematically evaluate the relationship between empathy and PIF in health professions education.

Methods: A systematic review was conducted, in accordance with the PRISMA guidelines, using PubMed and CINAHL. Search terms were created and evaluated in collaboration with a research librarian, and results were restricted from 2010 to the search date, full-text articles, and in English. The review process was conducted in Covidence, with two researchers independently screening titles/abstracts and, subsequently, full-text for articles that discussed PIF and empathy. A third researcher resolved disagreements. Included articles were thematically analyzed after data extraction and evaluated using a modified Theory Talk for alignment to PIF and empathy.

Results: Articles that met the inclusion criteria typically had limited direct discussion of empathy and PIF as linked. The nursing profession literature had the most direct links, viewing empathy as an essential component of PIF. Medicine often related the importance of compassion and caring but was inconsistent in directly linking it to PIF. Literature was most scarce within pharmacy, with only a single abstract linking the two concepts.

Conclusions: Health professions linkages between empathy and PIF vary, with nursing viewing empathy as essential to their profession. It will be important to explore whether or not empathy is an essential component of PIF within pharmacy to determine the importance of addressing it within the curriculum.