Self-care perspective taking and empathy in a studentfaculty book club in the United States

• Published in: Journal of educational evaluation for health professions Vol. 17; p. 22
• Main Authors: Henderson, Rebecca, Hagen, Melanie Gross, Zaidi, Zareen, Dunder, Valentina, Maska, Edlira, Nagoshi, Ying
• Format: Journal Article
• Language: English
• Published: Korea (South) 2020
• Subjects: Curriculum; Empathy; Humans; Schools, Medical; Self Care; Students, Medical; United States; United States; Self care; Burnout; Medical/health humanities; United States; Perspective-taking; Medical education; Empathy
• ISSN: 1975-5937
• DOI: 10.3352/jeehp.2020.17.22

We aimed to study the impact of a combined faculty-student book club on education and medical practice as a part of the informal curriculum at the University of Florida College of Medicine in the United States. Sixteen medical students and 7 faculties who participated in the book club were interviewed through phone and recorded. The interview was then transcribed and entered into the qualitative data analysis program QSR NVivo (QSR International, Burlington, MA, USA). The transcripts were reviewed, and thematic codes were developed inductively through collaborative iteration. Based on these preliminary codes, a coding dictionary was developed and applied to all interviews within QSR Nvivo to identify themes. Four main themes were identified from interviews: The first theme, the importance of literature to the development and maintenance of empathy and perspective-taking, and the second theme, the importance of the book club in promoting mentorship, personal relationships and professional development, were important to both student and faculty participants. The third and fourth themes, the need for the book club as a tool for self-care and the book club serving as a reminder about the world outside of school were discussed by student book club members. Our study demonstrated that an informal book club has a significant positive impact on self-care, perspective-taking, empathy, and developing a “world outside of school” for medical school students and faculty in the United States. It also helps to foster meaningful relationships between students and faculty.