Emotion skills training for medical students: a systematic review
Version of Record online: 5 SEP 2007
Volume 41, Issue 10, pages 935–941, October 2007
How to Cite
Satterfield, J. M. and Hughes, E. (2007), Emotion skills training for medical students: a systematic review. Medical Education, 41: 935–941. doi: 10.1111/j.1365-2923.2007.02835.x
- Issue online: 5 SEP 2007
- Version of Record online: 5 SEP 2007
- Received 15 December 2006; editorial comments to authors 5 March 2007; accepted for publication 9 May 2007
- review [publication type];
- education, medical, undergraduate/*standards;
- clinical competence/*standards;
Objective To identify emotion skills training methods and outcomes using a systematic review of medical student curricula studies.
Methods We searched the English language literature listed in the PubMed, Educational Resources Information Center (ERIC), PsycINFO and Web of Science databases, from 1980 to the present, using a comprehensive list of emotion skills keywords and subsequent hand searches. A total of 828 articles were initially identified. A manual search yielded 161 articles on broadly defined emotion skills educational programmes for medical students. A more stringent review and hand search of reference lists yielded a final 26 articles that included ‘other-directed’ emotion skills (i.e. cognitive and behavioural skills intended to manage the emotions of others), a description of the training programme, and assessment data.
Results Emotion skills courses varied by total number of contact hours (2–64 hours), session frequency (from 1 session per day to 1 session every 6 months), duration (2 weeks to 2 years), pedagogy, patients targeted and educational outcomes. Student evaluation data were positive. Fifteen of 26 studies used objective emotion skills measures. Only 6/26 studies included a control or comparison condition and 5/26 used a randomised, controlled trial (RCT) design. All 5 RCTs showed positive outcomes with modest improvements in emotion communication skills, empathy, use of emotion words, supportive behaviours and enriched patient understanding.
Conclusions The heterogeneity of emotion skills curricular studies makes direct comparisons difficult. However, all controlled trials showed positive outcomes, suggesting the importance and effectiveness of ‘other-directed’ emotion skills training. No specific recommendations about curricular amount and frequency, timing and pedagogy can be made.