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Exploring empathy in simulation-based health education: instructor profiles and training implications

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dc.contributor.authorArmijo-Rivera, Soledad
dc.contributor.authorVicencio-Clarke, Scarlett
dc.contributor.authorRiffo-Saldías, Nancy
dc.contributor.authorCaamaño, Hernán
dc.contributor.authorDíaz, Pía
dc.contributor.authorCaldo, Francesca
dc.contributor.authorPino, Carla
dc.date.accessioned2026-08-06T16:15:12Z
dc.date.available2026-08-06T16:15:12Z
dc.date.issued2025
dc.description.abstractIntroduction: Empathy has cognitive and emotional dimensions that healthcare professionals needEmpathy has cognitive and emotional dimensions that healthcare professionals need to develop. Empathy also influences the learning environment and student outcomes in simulation-to develop. Empathy also influences the learning environment and student outcomes in simulation-based education. This study explored the empathy profiles of simulation instructors and analyzedbased education. This study explored the empathy profiles of simulation instructors and analyzed how cognitive and affective dimensions correlate with demographic characteristics.how cognitive and affective dimensions correlate with demographic characteristics. Methods:Methods: Quantitative, observational, cross-sectional study conducted with 36 novice simulationQuantitative, observational, cross-sectional study conducted with 36 novice simulation instructors. Empathy was evaluated using the Test of Cognitive and Affective Empathy, whichinstructors. Empathy was evaluated using the Test of Cognitive and Affective Empathy, which assesses four dimensions of empathy: Perspective Adoption (PA), Emotional Understanding (EU),assesses four dimensions of empathy: Perspective Adoption (PA), Emotional Understanding (EU), Empathic Distress (ED), and Empathic Joy (EJ). Statistical analysis was conducted using Kruskal-Empathic Distress (ED), and Empathic Joy (EJ). Statistical analysis was conducted using Kruskal-Wallis and Spearman’s Rho tests in JASP (v0.19.1).Wallis and Spearman’s Rho tests in JASP (v0.19.1). Results:Results: Most participants were women (83.33%), aged 30–34 years (41.67%), and held a master’sMost participants were women (83.33%), aged 30–34 years (41.67%), and held a master’s degree (80.56%). One-third of the participants (33%) scoreddegree (80.56%). One-third of the participants (33%) scored ≥94th percentile on total empathy. PA94th percentile on total empathy. PA and EJ scores were consistently high, while EU and ED showed greater variability. Gender differencesand EJ scores were consistently high, while EU and ED showed greater variability. Gender differences were significant, with men scoring higher in total empathy, EU, and ED (pwere significant, with men scoring higher in total empathy, EU, and ED (p <0.05). Structured training0.05). Structured training correlated with higher ED; lack of conference attendance correlated with higher EU. There were nocorrelated with higher ED; lack of conference attendance correlated with higher EU. There were no associations between empathy scores and years of experience or academic qualifications.associations between empathy scores and years of experience or academic qualifications. Conclusions:Conclusions: Simulation instructors in this study exhibited high cognitive empathy, with variableSimulation instructors in this study exhibited high cognitive empathy, with variable levels of affective empathy. Empathy profiling can be an integral part of tailored instructor traininglevels of affective empathy. Empathy profiling can be an integral part of tailored instructor training that strikes a balance between emotional responsiveness and psychological safety. These resultsthat strikes a balance between emotional responsiveness and psychological safety. These results highlight the importance of including strategies to improve emotional resilience and promotehighlight the importance of including strategies to improve emotional resilience and promote effective educator-student interactions in simulation faculty development programs.effective educator-student interactions in simulation faculty development programs.
dc.description.versionVersión publicada
dc.format.extent9 p.
dc.identifier.citationSoledad Armijo-Rivera, Scarlett Vicencio-Clarke, Nancy Riffo-Saldías, Hernán Caamaño, Pía Díaz, Francesca Caldo, Carla Pino, Exploring empathy in simulation-based health education: instructor profiles and training implications, Revista Médica Clínica Las Condes, Volume 36, Issue 5, 2025, Pages 473-481, ISSN 0716-8640, https://doi.org/10.1016/j.rmclc.2025.10.010.
dc.identifier.doihttps://doi.org/10.1016/j.rmclc.2025.10.010
dc.identifier.urihttps://hdl.handle.net/11447/10967
dc.language.isoen
dc.rightsAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/cl/
dc.subjectEmpathy
dc.subjectCognition
dc.subjectEmotions
dc.subjectSimulation Training
dc.subjectUndergraduate Medical Education
dc.titleExploring empathy in simulation-based health education: instructor profiles and training implications
dc.title.alternativeExplorando la empatía en la educación sanitaria basada en simulaciones: perfiles de los instructores e implicaciones para la formación
dc.typeArticle
dcterms.accessRightsAcceso abierto
dcterms.sourceRevista Médica Clínica Las Condes
dspace.entity.typePublication

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