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Intermittent Explosive Disorder (IED) is a common, chronic, and impairing psychological condition characterized by recurrent, affective aggressive behavior. IED is associated with a host of cognitive and affective symptoms not included in the diagnostic criteria which may be a valuable indicator of heterogeneity in IED—such information can be useful to enhance understanding and treatment of this disorder in mental health settings. A preliminary investigation conducted on cognitive-affective symptom heterogeneity in individuals with a history of IED demonstrated that level of emotional dysregulation primarily differentiated IED subgroups, however the sample size was limited, and almost half of the individuals did not have current IED (only lifetime IED). The present study addressed these limitations by conducting a latent class analysis of cognitive-affective symptoms among a large (n = 504) sample of individuals diagnosed with current IED. The latent IED classes were then externally validated on several adverse outcomes, historical precursors, and demographic variables. Statistical and clinical indicators supported a four-class model, with classes primarily distinguished by patients' severity of emotion dysregulation. The two moderate emotion-dysregulated classes both endorsed callous-unemotional traits and low empathy relative to other classes, a finding which differs from the initial investigation. An external validation of the four classes revealed that they significantly differed on severity outcomes (e.g., aggression, suicide attempts, antisocial behavior, global functioning, comorbidities) and historical precursors (e.g., aversive parental care, childhood maltreatment). These findings provide further insight into the heterogeneity within IED and the associations of such variability with important precursors and clinical outcomes. • Intermittent Explosive Disorder (IED) involves recurrent and impairing aggression. • It is important to examine heterogeneity among those diagnosed with current IED. • Latent class analysis of cognitive-affective tendencies reveals four IED subgroups. • IED subgroups confer varying risk for adverse outcomes and historical precursors. [ABSTRACT FROM AUTHOR]

Quality of life has emerged as a powerful indicator of therapeutic success. However, little research has been conducted to study potential factors that influence quality of life in persons with schizophrenia, particularly in low-income developing nations. This study aimed to investigate how insight and empathy impacted the quality of life and severity of symptoms in patients. A descriptive cross-sectional research design was conducted on 168 patients with schizophrenia using the PANSS Scale, Schizophrenia Quality of Life Scale R4, the Interpersonal Reactivity Index, and the Birchwood Insight Scale. Our findings show that the mean score for quality of life was (70.9 ± 9.2), whereas the mean scores for empathy and insight were (60.8 ± 15.8) and (5.8 ± 1.9), respectively. Insight and empathy have predicted effects on QoL (adjusted r square = 0.035, sig = 0.009) and (adjusted r square = 0.012, sig = 0.027), respectively. On the other hand, the regression model also showed a substantial inverse relationship between the severity of the illness and both empathy and insight. Conclusion: The majority of the clients had poor quality of life, low insight, and low empathy. Insight and empathy play a role in anticipating the patient's perceptions of quality of life. They might affect how severe their illness is. Our findings highlight the importance of developing empathy and insight, and therapies that do so may aid patients with low quality of life. [ABSTRACT FROM AUTHOR]

Empathy is fundamental to the provision of efficacious patient-centered health care. Currently, there is no comprehensive synthesis of peer-reviewed empirical research related to empathy in the nutrition and dietetics profession. Understanding empathy in the context of nutrition and dietetics care may lead to improved teaching practices that support nutrition and dietetics students and practitioners to provide high-quality, empathic, patient-centered care. This scoping review aimed to understand the approaches through which empathy is conceptualized, measured, and taught in the field of nutrition and dietetics. Using the Preferred Reporting Items for Systematic reviews and Meta-Analyses-Scoping Reviews Statement and Checklist, a scoping review process was undertaken. Five databases were searched in February 2023: Cumulative Index to Nursing and Allied Health, Embase, Medline, PsycInfo, and Scopus, with no date limits. Eligible studies were English language-based, peer-reviewed, empirical research exploring or measuring empathy as an outcome in primary data stratified to nutrition and dietetics. Extracted qualitative data were synthesized and analyzed thematically with an inductive, interpretivist approach applied to conceptualize the interrelationship between empathy and dietetic practice. Quantitative data were extracted and summarized in a table. Twenty-six studies were included in the scoping review. Analysis identified 2 overarching themes underpinning the current literature on empathy in nutrition and dietetics that described empathy as a key skill in the application of patient-centered care, which was supported by approaches to lifelong cultivation of empathy in the nutrition and dietetics profession. A range of tools has measured empathy in nutrition and dietetics students and practitioners with no clear consensus in findings across studies. This review identified the extent and nature of empathy within nutrition and dietetics, from both practitioner and patient perspectives, and the vast array of approaches used to teach and quantify empathy in students and practitioners. Insights from this review inform the need for future studies. The results of this review suggest that future research include exploring implications of empathic dietetics care on patient outcomes and identification of best practice, evidence-based curricula and strategies to support sustainable cultivation and maintenance of empathic care across the career span of nutrition and dietetics practitioners. [ABSTRACT FROM AUTHOR]

Individuals with Borderline Personality Disorder (BPD) are theorized to experience lower cognitive empathy but heightened affective empathy. Despite meta-analyses addressing cognitive empathy, affective empathy remains unexplored. This pre-registered systematic review and meta-analysis investigated affective empathy in individuals with BPD or high BPD traits relative to healthy comparisons, using a multidimensional approach including, early affective empathy, emotion contagion, and empathic concern. Systematic search of SCOPUS, PubMed, Medline COMPLETE, and PsycINFO (June 27, 2022, May 14, 2023, and July 1, 2024) was completed. Included studies compared affective empathy in those with BPD/high BPD traits with healthy comparisons, utilized experimental or self-report designs, and were peer-reviewed or PhD theses. Risk of bias was assessed using the Newcastle-Ottawa Scale. Among 22 eligible studies identified, results revealed individuals with BPD/high BPD traits showed significantly higher emotion contagion (N pooled = 1797, g = −1.10, 95 % CI [−1.57, −0.62]). No significant differences were found in empathic concern (N pooled = 1545, g = 0.06, 95 % CI [−0.10, 0.22]), or early affective empathy for anger (N pooled = 245 , g = 0.28, 95 % CI [−0.0.53, 1.09]) and happiness, (N pooled = 189 , g = 0.34, 95 % CI [−0.1.50, 2.18]). Few included studies for early affective empathy, methodological shortcomings in the broader literature and study heterogeneity suggest caution when interpreting these effects, emphasizing the need for targeted research. While individuals with BPD/high BPD traits are more likely to subjectively experience others' distress through emotion contagion, no differences were found in early affective empathy or ability to direct sympathy and concern towards others. • People with BPD report higher levels of emotion contagion compared with healthy comparisons. • There is no evidence that people with BPD experience higher empathic concern or early affective empathy. • Literature investigating affective empathy in BPD would benefit from taking a multidimensional approach to affective empathy [ABSTRACT FROM AUTHOR]

Facial mimicry serves as an evolutionarily rooted important interpersonal communication process that touches on the concepts of socialization and empathy. Facial electromyography (EMG) of the corrugator muscle and the zygomaticus muscle was recorded while male forensic psychopathic patients and controls watched morphed angry or happy facial expressions. We tested the hypothesis that psychopathic patients would show weaker short latency facial mimicry (that is, within 600 ms after stimulus onset) than controls. Exclusively in the group of 20 psychopathic patients, we tested in a placebo-controlled crossover within-subject design the hypothesis that oxytocin would enhance short-latency facial mimicry. Compared with placebo, we found no oxytocin-related significant short-latency responses of the corrugator and the zygomaticus. However, compared with 19 normal controls, psychopathic patients in the placebo condition showed significantly weaker short-latency zygomaticus responses to happy faces, while there was a trend toward significantly weaker short-latency corrugator responses to angry faces. These results are consistent with a recent study of facial EMG responses in adolescents with psychopathic traits. We therefore posit a lifetime developmental deficit in psychopathy pertaining short-latency mimicry of emotional facial expressions. Ultimately, this deficit in mimicking angry and happy expressions may hinder the elicitation of empathy, which is known to be impaired in psychopathy. • Psychopathic patients are impaired in their short-latency mimicry of emotional facial expressions. • Weaker short-latency mimicry may be a biomarker of psychopathy. • Oxytocin does not enhance short-latency mimicry in psychopathic patients. [ABSTRACT FROM AUTHOR]

• Examining risky driving behaviours requires appropriate measurement tools. • The Road Traffic Behaviours Questionnaire has good psychometric properties, as found in studies of Polish car drivers. • A cutpoint indicating dangerously risky driving was established on an empirical basis. • KZD(R) can be useful for both psychological assessment and scientific research. Applying appropriate measurement tools is necessary when examining risky driving behaviours. The aim of this paper is to present a revised Road Traffic Behaviours Questionnaire, i.e., KZD(R), for studying the tendency towards risky behaviour on the road. The study was conducted on a group of 1281 Polish passenger car drivers (630 females) with an average age of 38.78 years (SD = 13.16). The psychometric properties of the questionnaire have been checked by means of factor analysis and adequate reliability measures (the McDonald's omega index of reliability was 0.92, showing a high internal consistency of the scale, and the stability index after a year was at the same level). Positive correlations of the questionnaire results with impulsiveness and venturesomeness from the IVE questionnaire, as well as negative correlations with empathy (IVE) and agreeableness from the Big Five model, confirmed the validity of the tool to measure risk-taking behind the wheel. Moreover, the ROC curve analysis was performed to assess the differentiating ability of the tool's scores in relation to the self-reported data collected from the drivers on the number of road accidents, traffic tickets received, and situations of driving after alcohol usage. The cutpoint above 10 points was established as optimal for classifying drivers into the group of potential dangerous risk-takers in road traffic. Overall, the KZD(R) can be a useful tool to measure risk-taking behind the wheel for various road safety and accident prevention purposes. [ABSTRACT FROM AUTHOR]

Simulation-based interventions for nursing students addressing challenging communication situations involving geriatric patients and end-of-life care are limited. This study evaluated the effects of technology-based interactive communication simulations on nursing students' communication knowledge, self-efficacy, skills, compassion, and program satisfaction. A randomized controlled repeated-measures design was used with third- and fourth-year nursing students enrolled in five nursing colleges located in five regions in Korea as participants. Participants were randomly assigned to either a technology-based interactive communication simulation or an attention control group. Changes in communication knowledge, self-efficacy, skills, compassion, and program satisfaction were assessed using three self-reported measures and communication skills were measured by the raters. Statistical analyses included descriptive analyses, chi-square tests, t -tests, and a generalized estimating equation model. Eighty students participated in one of the two programs, and 77 in the four-week follow-up test. The intervention group indicated significant improvements in communication knowledge, self-efficacy, skills, and compassion, as well as higher program satisfaction compared with the attention control group. Communication skills as assessed by raters also showed significant change at all assessment time points. The technology-based interactive communication simulation program is effective in improving communication skills among nursing students managing geriatric patients and end-of-life care. • Technology-based interactive simulation improves nurses' communication skills. • Particularly good for training on difficult communication situations • This promising education program is effective, timely, and accessible. • The program can be integrated into nursing education curricula. [ABSTRACT FROM AUTHOR]

• Feelings of anxiety and fear are commonly reported emotional responses by nursing students during their psychiatric clinical training. • Undergraduates' capacity to cultivate mental mastery enables them to navigate their training endeavors with ease and effectiveness. • Cinematic simulation is an innovative pedagogical strategy that is framed around introducing students to reliable films that highlight the professional role of psychiatric nurses in caring for individuals with different mental health problems. Cinematic simulation is an innovative pedagogical strategy framed around introducing students to comprehensive, reliable films and highlighting the professional role of psychiatric nurses in caring for individuals with different mental health problems. To determine the effect of cinematic simulation on leveraging nursing students' mental mastery in the psychiatric clinical experience. A randomized controlled trial experimental research design was followed. Students in the intervention group were exposed to standardized tutorial videos and micro-learning content about individuals with different mental health problems. They conducted a comprehensive psychiatric assessment and formulated a nursing care plan for the displayed case. Students who participated in cinematic simulation improved their overall mean score of emotion regulation (28.63±9.84 pre-intervention to 34.46±11.23 post-intervention). A significant improvement in the students' resilience capacity means score at pre and post-intervention (45.77±19.99 and 59.74±17.73, respectively) was reported. Moreover, there was a statistically significant improvement in the empathy mean score among the study group at pre- and post-intervention (29.43±12.32 and 38.94±13.63, respectively). Cinematic simulation affords credible evidence in fostering undergraduates' emotions, resilience, and empathy. Conducting further RCTs to replicate and validate the current study's findings would boost the evidence base for using cinematic simulation as a pedagogical tactic in nursing education. [ABSTRACT FROM AUTHOR]

This article proposes a pattern theory of compassion on a model similar to a pattern theory of emotion. This pattern theory of compassion is consistent with cognitive and affective neuroscience studies of compassion. The pattern theory of compassion facilitates sharp conceptual distinctions among compassion, empathy, and sympathy. A clear conception of compassion is helpfully relevant to compassion training and the development of compassion-based therapies in mental health and medical contexts. Concepts of empathy, sympathy and compassion are often confused in a variety of literatures. This article proposes a pattern-theoretic approach to distinguishing compassion from empathy and sympathy. Drawing on psychology, Western philosophy, affective neuroscience, and contemplative science, we clarify the nature of compassion as a specific pattern of dynamically related factors that include physiological, cognitive, and affective processes, relational/intersubjective processes, and motivational/action tendencies. We also show that the dynamic nature of the compassion pattern is reflected in neuroscientific findings, as well as in compassion practice. The pattern theory of compassion allows us to make several clear distinctions between compassion, empathy, and sympathy. [ABSTRACT FROM AUTHOR]

Contemporary healthcare models recognise person-centred care (PCC) as a fundamental principle of quality, safe care. While substantial literature exists on PCC in healthcare generally, there is less evidence on how this relates to medical imaging and radiation therapy. Embedding patient-lived experiences of healthcare into healthcare education has promise in enhancing students' confidence in delivering PCC. Digital storytelling (DST) of patient-lived experiences can help improve reflection, understanding, critical thinking and empathy. Authentic patient-lived experiences were extracted from students' clinical workbooks, transformed into first person vignettes and integrated into the curriculum. Students were invited to attend focus groups to explore the impact the activity had on the student. Thematic analysis identified three themes. (1) Enhancing PCC; (2) Mode of Delivery (Scaffolded Learning); and (3) Collaborative Learning. PCC was the strongest theme with students stating this is the first time they engaged in an activity focused on the psychosocial aspect of patient care. The majority of students indicated the mode of delivery was engaging and unique, whereby the vignettes were presented incrementally. Collaborative learning was identified by over half of the students where learning took place in a safe and supportive environment. This project explored students' perspectives of integrating patient-lived experiences into the curriculum via DST. Students who engaged with the activities felt better prepared to deliver quality safe PCC. Providing healthcare students with opportunities to develop skills to deliver PCC before they enter the workforce can enhance their confidence in delivering effective PCC. [ABSTRACT FROM AUTHOR]

• A randomized, double-blind, crossover, clinical trial with follow-up was conducted to analyze the effect of an empathy training program on psychological concerns and empathy. • The online training was able to minimize psychological concerns. • The intervention also increased or maintained levels of empathy, especially cognitive empathy, over time. • Empathy training with a focus on cognitive empathy is an effective strategy for minimizing the negative impact of caring. To investigate the effects of empathy training on psychological concerns and empathy in caregivers of older people. A randomized, double-blind, crossover, clinical trial with follow-up was conducted online. Thirty paid and unpaid caregivers of older people from different regions of Brazil participated in an empathy training program. The caregivers answered a sociodemographic questionnaire and measures for the evaluation of empathy (affective and cognitive domains), burden, the impact of providing care as well as depressive symptoms and psychiatric symptoms before and immediately after training. Empathy and its domains were also assessed at three post-intervention follow-ups. Empathy training diminished levels of psychological concerns. Moreover, an increase was found in levels of cognitive empathy 15, 30 and 60 days after the intervention. Empathy training with a focus on cognitive empathy diminished psychological concerns in caregivers of older people and increased the levels of this ability over time. This intervention can be considered a coping strategy for negative impacts related to providing care. RBR-8kjtfx3. [Display omitted] [ABSTRACT FROM AUTHOR]

There is a lack of research studies on physician empathy levels towards patients, which is a critical component of providing high-quality patient-care and satisfaction. Our study aimed at assessing the physician-reported empathy levels towards patients during a crisis like the ongoing COVID-19 pandemic. Cross-sectional online-based survey was conducted among 409 practicing doctors from varied healthcare levels during the pandemic. We used a validated Jefferson Physician's Empathy (JPE) - Health Professional (HP) version questionnaire. Empathy score was expressed as a median and interquartile range, and the analysis was done in STATA 12.1 (StataCorp LP, Texas, USA). Among the survey respondents, 55% were between 26–35 years, 56% were from the government health sector, and 57% were male doctors. Overall physicians' empathy score was 100 (89, 113). The empathy score among physicians engaged in OPD duty was significantly higher (p = 0.022). A total of 70.0% of physicians consulting more than 50 patients/day reported a score ≤105 (p = 0.035). Physicians aged more than 40 years (AOR = 2.545, 95% CI = 1.1133, 5.8184) and those working in government healthcare centers (AOR = 2.711, 95% CI = 1.1372, 6.4616) were about three times more likely to have a score >105 compared to younger physicians (p = 0.027) and private practitioners (p = 0.024). Physician-reported empathy scores during the COVID pandemic were high. Middle-aged physicians involved in OPD consultation and those working in government healthcare recorded good scores. However, reporting lower empathy scores when the patient load increases highlights the need for administrative and medical education interventions. [ABSTRACT FROM AUTHOR]

This paper explores how apology strategies are used to rebuild the public's trust using evidence from Chinese e-commerce live-streaming hosts' apology letters. It is found that live-streaming hosts can use two strategies to rebuild the public's trust: apology-related metalanguage labels and apology-related supportive moves. The former are routine formulas generally used to give an explicit apology, such as "sorry." The latter are strategies used to support apology-related metalanguage labels, including offering explanations, taking responsibility, making promises, showing empathy, and expressing integrity. Further quantitative analyses indicate that metalanguage labels alone cannot rebuild the public's trust. Trust can be rebuilt only by combining metalanguage labels and supportive moves. This paper contributes to the theoretical study of trustworthiness building in the public arena and can enhance trust relationships between e-commerce and the public. • E-commerce live-streaming hosts use apology letters to build trust. • The apology letters include metalanguage labels and supportive moves. • Metalanguage labels (apology) alone cannot rebuild public trust. • Trust can be built by combining apology and supportive moves. [ABSTRACT FROM AUTHOR]

Empathy has been acknowledged as a necessary addition to the project manager's toolkit, yet there is little in the literature on how this may be used in practice. There is no one agreed definition of empathy. However, it is acknowledged that it is a complex multifactorial construct incorporating cognitive and affective components. Given the complexity of the construct, it is reasonable to suggest that the use of empathy within the project management context is similarly complex. There is a call to incorporate the lived experience of project managers in research, and this article seeks to do that by sharing stories from several Master of Project Management students about their experience with empathy in industry. By showcasing the practical applications of empathy in diverse industries and contexts, this study aims to inspire project management practitioners to engage in reflective discussions on the integral role of empathy in effective project management. [ABSTRACT FROM AUTHOR]

Surgeons work long shifts and are frequently on call. Pressure to make quick and accurate decisions along with the responsibility of performing complex procedures contribute to surgeons' high stress-levels, anxiety and altered empathy level. We aimed to study surgeons' personality and meaning in life at two different centres. General surgeons completed 47 questions. Visual analogous scale-items with controlled internal consistency (Cronbach alpha) coefficients varying from.77 to.85 were used from the following scales: Global Measure of Perceived Stress; Hostility Questionnaire; Jefferson Scale of Physician Empathy; Meaning in Life Questionnaire–SF; Rosenberg Self-Esteem Scale; Spielberger State Anxiety Scale and Quality of Work life Scale. Multiple linear regression analyses, parametric or non-parametric tests were employed when considered adequate. Fifty-four participants were recruited from 3 different levels of training. Gender differences in Anxiety, Physician Empathy and presence of meaning in life (MIL-P) were revealed. Junior trainees differed from senior trainees and consultants as regards MIL-P, Anxiety, Stress and work-related factors. The surgeons' self-rated self-esteem was work-related. Surgeons' Quality of Work Life was best predicted by Physician Empathy but also their self-rated Self-Esteem contributed significantly to the prediction. Surgeons' MIL-P was significantly predicted by Physician Empathy and State Anxiety. Surgeons' current personality attributes might not apply to all of them. Female surgeons were more empathetic and felt more presence of meaning in life than male surgeons, and men were less anxious than female surgeons. Junior trainees experienced less anxiety than senior trainees but were more stressed than consultants. The most significant predictors of surgeons' personality were their experience of presence of meaning in life along with their level of empathy. • Junior trainees experienced less state anxiety than senior trainees. • Junior trainees were more stressed than consultants. • Surgeons' self-rated self-esteem was work-related. • Junior trainees had less workdays compared to consultants. • Junior trainees had less presence of meaning in life than consultants [ABSTRACT FROM AUTHOR]

This research examines the politicians' and experts' use of the two evidential markers I think and I know for authority and solidarity in UK government Covid briefings based on a corpus-assisted analysis. It not only analyses their evidential constructions, but also explicates their discursive functions in the British cultural context when public health was under challenge. It aims to demonstrate the different epistemic and affective stances of British politicians and experts and to highlight the power of I know in displaying leadership and facilitating solidarity in the discourse of crisis. It may also shed light on the distinctive stance strategies of British public health discourse in terms of the two evidential markers. • I think has great potential for displaying an epistemic stance, either tentative or authoritative. • I know is valuable for constructing the authority of a reliable 'knower' and building solidarity for an empathic 'sayer'. • I think is favoured by British epidemiologists to secure their academic authority flexibly. • British politicians preferred I know to I think in enhancing cooperation and demonstrating leadership. [ABSTRACT FROM AUTHOR]

Background and hypothesis: Schizophrenia is often associated with severe difficulties in social functioning, resulting in increased isolation and subsequent loneliness. Interpersonal distance – the amount of space around an individual's body during social interaction – can signal such difficulties. However, little is known about how individuals with schizophrenia regulate their interpersonal distance during social encounters. Summarizing the current empirical findings of interpersonal distance regulation in schizophrenia can bring novel perspectives for understanding interpersonal difficulties observed in this clinical population. This systematic review examined empirical studies indexed in Web of Science and PubMed based on a-priori-defined criteria. 1164 studies were screened with the final review consisting of 14 studies. They together included 1145 adult participants, of whom 668 were diagnosed with schizophrenia or psychotic disorder. The studies clearly showed that patients maintain greater interpersonal distances than do controls. Furthermore, a larger distance was linked to more severe positive and negative symptoms. More specifically, the link to symptoms was more pronounced when patients were being approached by someone else during interactions. On a neurobiological level, the increased activity and functional connectivity of the dorsal inferior parietal sulcus and increased subjective state-dependent stress are further indicated as being potentially related to increase interpersonal distancing in schizophrenia. We provided information about the aberrant modulation of interpersonal distance in schizophrenia. Studies showed substantial heterogeneity in tasks used to measure interpersonal distance. Future studies should look at links to social functioning, underlying neurobiology, and neuroendocrinal regulation of interpersonal space in schizophrenia. [ABSTRACT FROM AUTHOR]

• Findings indicate that both the experimental group, which received the creative drama activity, and the control group, which received traditional teaching techniques, showed significant improvements in attitudes towards empathy and creative thinking tendencies related to creative drama. • The results suggest that incorporating creative drama into nursing education can be a valuable approach for enhancing creative thinking skills and fostering empathy among nursing students. • The study highlights the potential benefits of utilizing both creative drama and PowerPoint presentation techniques in nursing education, recommending their widespread implementation to enhance students' learning experiences in the field of child health and diseases. Empathy and creative thinking are two essential skills that nursing students should develop. To assess the levels of creative thinking and empathy among nursing students who are taking the child health and diseases nursing course. This is a quasi-experimental study with a pretest-posttest control group. A health school during the 2023 spring academic year. The participants of this study were selected from third-year nursing students who were enrolled in the child health and diseases nursing course at a university. The student Information Form, Basic Empathy Scale, Marmara Creative Thinking Tendencies Scale were used for descriptive characteristics in collecting research data. Creative drama activity was carried out in the experimental group. The findings show that both teaching techniques, experimental and control groups, are effective in increasing students' attitudes towards empathy and creative thinking tendencies related to creative drama. In light of the findings of this study, it is recommended that the use of creative drama and PowerPoint presentation techniques in the education of nursing students should be widespread. [ABSTRACT FROM AUTHOR]

• Simulation to improve empathy towards the homeless has not been widely researched. • This paper shows potential for simulation to improve empathy towards the unhoused. • Nursing programs can easily implement simulations to improve nursing student empathy. A lack of empathy can directly impact the quality of care provided to those who are unhoused. This quality improvement project aimed to increase the attitudes and empathy of nursing students toward people who are unhoused via a simulation experience, including the use of standardized patients and a computerized reality game. This quality improvement project was a quasi-experimental, one-group pretest-posttest-posttest design evaluating changes in results of the Healthcare Providers Attitudes Towards Homeless Inventory and the Comprehensive State Empathy Scale surveys. Descriptive statistics were evaluated at each survey interval for both survey tools. All mean scores increased after the intervention with the exception of empathic concern in the immediate postintervention survey. Clinical significance should be considered for this project. Simulation is a potentially effective way to improve nursing student attitudes and empathy toward the unhoused population. Due to project limitations, statistical significance cannot be evaluated. Future projects utilizing a larger sample size and refined simulation is recommended. Improving nursing students' attitudes and empathy can affect their ability to advocate for the unhoused population. [ABSTRACT FROM AUTHOR]

While screening and treatment options for patients who disclose suicidal ideation in clinical settings have grown in recent decades, little is known about patient experiences following disclosure. We characterize patient perspectives of responses following disclosure of suicidal ideation in Veteran Health Administration (VHA) primary care and mental health settings. Qualitative thematic analysis using a conventional/directed hybrid approach. A national sample comprised of sixty participants who recently screened for suicidal ideation in primary care (n = 28) and mental health (n = 32) settings completed interviews. Many patients described therapeutic experiences following disclosure, including caring staff, timely follow-up care, and offers of multiple treatment options. Other patients, however, reported deficits in staff empathy, long waits for follow-up care, or inadequate treatment options. While many VA clinical settings provided empathic and helpful responses, these experiences were not universal. Our findings reinforce the importance of a patient-centered approach to screening and response to disclosure, including collaboration with patients in treatment planning. Improved follow-up care coordination processes are needed. Following disclosure, contact with the staff who received the disclosure also helps patients feel cared about, and provides opportunity to troubleshoot barriers a patient may experience in accessing care. [ABSTRACT FROM AUTHOR]

To study whether pain empathy and theory of mind (ToM) are related to pain indices and trauma experience, we studied opioid users receiving methadone maintenance treatment (MMT), a population with a history of traumas and a high prevalence of chronic pain. MMT patients (n = 53), substance abuse-free, with no impaired cognition (Montreal Cognitive Assessment (MoCA) ≥24), were compared to healthy controls (HC) matched by age and gender (n = 66). All participants were assessed using Reading the Mind in the Eyes (RMET) for ToM, empathy (Interpersonal Reactivity Index [IRI], Empathy Quotient Scale for Adults [EQ60]), and Pain Empathy [PE task]). An algometer was used for pain pressure threshold, and supra-pain threshold was rated using a visual analog scale (VAS). Catastrophizing, McGill pain, Negative life events (NLE), and MoCA questionnaires were administered. Substance abuse was tested in the urine of MMT patients and self-reported by HC. MMT, compared to HC, were less educated with more NLE and a lower RMET (logistic regression). Groups had comparable empathy and pain indices, except for higher supra-threshold VAS rating and catastrophizing in univariate analyses. Pain empathy (PE) correlated with NLE in HC, and in MMT, with catastrophizing, which correlated with NLE, perceived stress, and pain intensity. Higher empathy was observed in 18 participants with a history of sexual abuse (83.3 % belong to the MMT group). Pain Empathy was found to be associated with personal suffering experience in both groups, as reflected by correlations with NLE in HC and with catastrophizing, which correlates with NLE, stress, and pain intensity, in MMT. [ABSTRACT FROM AUTHOR]

Treatment options for social cognition and negative symptoms in schizophrenia spectrum disorders (SSD) remain limited. Oxytocin could be a promising augmentation approach, but the social context influences the effect in humans. This pilot study hypothesized that oxytocin in a positive social setting through mindfulness-based group therapy (MBGT) would positively affect empathy and negative symptoms as well as affect and stress in an exploratory approach in SSD. An experimental, randomized, double-blinded (participants, psychotherapists), placebo-controlled pilot study with 41 individuals with SSD was conducted at the Charité – Universitätsmedizin Berlin. Oxytocin or placebo (24 I.U.) was administered intranasally 45 min before two sessions of MBGT each. A 2 × 2 mixed model ANCOVA design was calculated to assess empathy by the Interpersonal Reactivity Index and the Multifaceted Empathy Test and negative symptoms by the Self-Evaluation of Negative Symptoms. No benefit of oxytocin compared to placebo on empathy was observed, but significant between-group differences favoring oxytocin were found regarding the negative symptoms Diminished emotional range and Avolition. Negative affect and stress were significantly reduced compared to baseline. Mindfulness increased in both groups. Results indicated protocol adherence and retention rate of 91.1%, a drop-out rate of 8.9 % and a completion of 96 % of all sessions by the participants. No severe adverse events or side effects were reported. Our findings indicate proof-of-concept and suggest a potential role of oxytocin on negative symptoms and related variables in SSD in combination with MBGT. Future research should examine the stability of these effects with larger sample sizes. • Mindfulness-based group therapy works as positive social context for oxytocin. • No additional effect of oxytocin and mindfulness on empathy in schizophrenia. • Positive effect of oxytocin and mindfulness on negative symptoms in schizophrenia. • Decreased negative affect by oxytocin plus mindfulness for schizophrenia. • Stress reduction by oxytocin in combination with mindfulness for schizophrenia. [ABSTRACT FROM AUTHOR]

• A highly homogeneous cohort comprising 297 college students. • Alexithymia mediates the relation between interoception and cognitive empathy (CE) • Amygdala-based functional connectivity served as the neural basis of alexithymia. • Interoception impacts CE through basolateral amygdala-precuneus connectivity. Emotions rely on bodily states, and perceiving the emotions of others depends on awareness of one's own emotional state. However, the intercorrelations among interoception, alexithymia, and empathy are not well understood, and the neural mechanisms behind this connection are also largely unknown. To address these issues, 297 college students participated in this study, completing measures of interoceptive sensibility (IS), empathy and alexithymia and undergoing resting-state fMRI scans. The functional connectivity of the amygdala was analysed to identify the neural substrates of alexithymia, and mediation analyses were conducted to examine the mediation effect of alexithymia and alexithymia-specific amygdala functional connectivity on the relationship between IS and empathy. The results showed that higher levels of IS were associated with increased cognitive empathy through weakened alexithymia. Functional connectivity analysis indicated that right basolateral amygdala (BLA)-left precuneus connectivity was negatively related to alexithymia, while right BLA-left precentral gyrus connectivity was positively related to alexithymia. Furthermore, right BLA-left precuneus connectivity was found to mediate the impact of interoception on cognitive empathy. In conclusion, this study provides valuable insights into the relationships among IS, alexithymia, and empathy. The right BLA-left precuneus connectivity may serve as a shared neural substrate between interoception and cognitive empathy. [ABSTRACT FROM AUTHOR]

Does empathy necessarily impede equity in altruism? Emerging findings from cognitive and affective science suggest that rationality and empathy are mutually compatible, contradicting some earlier, prominent arguments that empathy impedes equitable giving. We propose alternative conceptualizations of relationships among empathy, rationality, and equity, drawing on interdisciplinary advances in altruism research. [ABSTRACT FROM AUTHOR]

Engaging in therapeutic lifestyle changes (TLC) such as healthy eating and physical activity can help prevent or manage various conditions. This study's purpose is to describe a TLC elective course and examine its impact on student knowledge, empathy, and perceptions of confidence with lifestyle modifications counseling. An elective was developed to increase student pharmacists' knowledge and confidence in educating patients about lifestyle modifications. Activities were intended to foster student empathy. A questionnaire, given at course initiation and conclusion, incorporated a knowledge quiz and Kiersma-Chen Empathy Scale (KCES). Student perceptions of confidence were assessed at course conclusion. Knowledge significantly increased (P <.001) from 54.1% at course initiation to 75% at course conclusion when comparing average quiz scores. Average KCES scores (out of 105 points) were 84.9 (n = 26) and 86 (n = 22) at course initiation and conclusion, respectively, showing no significant change in empathy scores (P =.01). For each course topic, most students reported being somewhat or very confident in their TLC counseling abilities at course conclusion. An elective course significantly improved TLC knowledge and perceived confidence regarding TLC counseling was high at course conclusion. Although there was no significant change in KCES scores, including dedicated TLC instruction in pharmacy curricula can help students build knowledge and confidence in TLC counseling in preparation for pharmacy practice. [ABSTRACT FROM AUTHOR]

Parallel literatures in economics and psychology investigate why people voluntarily help others in need. Economics has investigated an other-regarding motive (altruism) and a self-regarding motive (warm-glow) and has used choice-based observations for inference. Psychology has similarly examined other- and self-regarding motives and has developed survey-based measurements to assess corresponding measures of empathic concern and a moral principle of care. This paper explores whether and how elicitation of charitable motives from economics relate to measurements from psychology. We find that when making donations to others in need, individuals with stronger empathic concern dispositions are more altruistic/other-regarding. Also, those who more strongly endorse a moral principle of care are more motivated by warm-glow/self-regard. The results connect two literatures, offer novel evidence from economics about theories developed in psychology, and demonstrate that well-developed survey questions from psychology can be predictive of the choice-based inference on altruistic and warm-glow motivations from economics. [ABSTRACT FROM AUTHOR]

Certaines études rapportent une chute de l'empathie clinique des étudiants en médecine lors de leur première année d'externat. Or, différentes pédagogies expérientielles et interactives pourraient limiter sa chute, voire favoriser son développement. Cette étude évalue l'efficacité d'un module associant simulations humaines (jeux de rôle et consultations avec patients simulés) et groupes Balint sur l'évolution de l'empathie des étudiants. Une étude interventionnelle monocentrique prospective avec évaluation avant et après du module pédagogique a été mise en place à destination d'étudiants de quatrième année de médecine en Île-de-France. L'empathie était mesurée par auto-questionnaire Jefferson Scale of Empathy – Medical Students et les connaissances par questions à réponse multiples. Les scores des 100 étudiants d'empathie autoévaluée montrent une amélioration statistiquement significative entre avant (108,8 ± 11,9) et après (113,7 ± 10,4 ; p < 0,001) le module. Une amélioration statistiquement significative entre avant (2,3 ± 1,1) et après (2,9 ± 1,2 ; p < 0,001) est retrouvée pour les 101 étudiants ayant rempli les questionnaires de connaissances. Enfin, une faible corrélation positive a été retrouvée (r = 0,256) entre les améliorations des questionnaires d'empathie et de connaissances. La simulation humaine associée aux groupes Balint semble favoriser le développement de l'empathie cognitive des étudiants en médecine en contexte français. Leur transposition sous visioconférence avec jeux en téléconsultation semble une voie pertinente et alternative aux limites de la réalité virtuelle dans les domaines non techniques. Some studies have reported a decline in medical students' clinical empathy during their first-year internships. Empathic skills in doctor–patient relationships have proven to have substantial benefit on the physiological as well as psychological parameters, and on the patients' and physicians' satisfaction. A range of experiential and interactive training modules have the potential to limit this decline and even foster the development of empathy, and yet French medical schools do not routinely implement such non-technical training. Moreover, there is no consensus about the concept of empathy, and previous studies rarely coordinate their definition with the method chosen to implement how it is measured. This study aims to evaluate the effectiveness of a training module that combines human simulations (simulated patient interviews and role-playing) and Balint groups in order to develop medical students' empathy as a measured cognitive attribute, declarative knowledge, and their correlation. We implemented a monocentric prospective study of fourth-year medical students from the Île-de-France area, which included pre/post-test assessment. First-year clinical interns initially completed five role-play sessions of one hour and a half each, with a group of 12 to 14 students led by a trained senior medical doctor. The sessions addressed successively issues of the doctor–patient relationship, breaking bad news scenarios, management of chronic conditions, violence and aggression, inappropriate treatment requests, or communication about medical errors. A pre-briefing session provided oral and written instruction and promoted a non-judgmental approach. Then two students role-played the doctor–patient interaction. Finally, a three-stage debriefing supported reflective learning. Subsequently, the students attended six Balint group sessions of one hour and a half each, within the same groups. One of the students was encouraged to bring up a challenging clinical situation. Then, the trained Balint supervisor invited all the students to share their observations, so as to explore the assumptions, beliefs and emotions raised by this account, and to collectively reframe the multiple perspectives on the case. At the end of the year, each student carried out two ten-minute consultations with a simulated patient, without an observer. The clinical scenarios were an HIV diagnosis disclosure and resisting a request for a prescription for antibiotics for a common cold. After each simulation, the simulated patient (SP) provided direct feedback to the student, with at times additional feedback given by their supervisor. The SP feedback was focused on empathy. The level of the medical students' empathy was assessed using the self-reported Jefferson Scale of Empathy, which measures their declarative knowledge through multiple-choice questions. Of the 100 students who completed the empathy questionnaires, we found a statistically significant difference between the pre (108.8 ± 11.9) and post-test (113.7 ± 10.4; P < 0.001). On the three JSPE-MS subscales, two students reported a statistically significant improvement (perspective taking; and the ability to put themselves in the patient's shoes). Of the 101 students who completed the knowledge questionnaires, we found a significant difference between the pre (2.3 ± 1.1) and post-test (2.9 ± 1.2; P < 0.001). Moreover, a weak correlation was found (r = 0.256) between improvements of empathy and knowledge assessments. These results in the French context are consistent with those reported in international literature on the benefits of implementing simulation training and Balint groups to limit the decline of empathy during the medical students' first clinical internships. These results are further reinforced by the consistency between the definition of empathy and the implementation of a means to measure it as a cognitive dimension. The reliance on self-assessment of empathy might lessen the validity of these results and stresses the need for a wider multidimensional approach. The quality of the evidence is also limited by a monocentric, non-randomized and non-controlled design, which calls for further research. The use of human simulations combined with Balint groups seems to support the development of the cognitive empathy of medical students in the French context. Given the recent developments in remote learning worldwide to comply with social distancing measures, their online translation into role-played tele-consultations would appear to be a very topical opportunity, while also avoiding the inherent limitations of virtual reality to address non-technical skills. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The development of professional values in nursing students is an important issue for the nursing profession. However, the research on nursing students' professional values and its related factors is very limited. This cross-sectional and correlational study aimed to examine the mediating effect of empathy between moral sensitivity and professional values. This study was conducted with 328 second, third and fourth-year students. The participants completed an online survey consisting of the student information form, Modified Moral Sensitivity Questionnaire for Student Nurses, Empathic Tendency Scale and Nursing Professional Values Scale. The results showed that moral sensitivity affected undergraduate nursing students' professional values not only directly but also indirectly through empathic tendency. The results of the study show that moral sensitivity and empathic tendency support the acquisition of professional values in undergraduate nursing students. Nurse educators needs to realize that can be improved professional values by integrating moral sensitivity and empathic tendency in their curriculum. • Nursing students have a high perception of professional values in Turkey. • Professional values were positively predicted by increases in moral sensitivity. • Empathic tendency is a mediator in the relationship between moral sensitivity and professional values. [ABSTRACT FROM AUTHOR]

The purpose of study was to explore the roles of psychological inflexibility and rejection sensitivity in the relationship between (cognitive and affective) empathy and social anxiety among adolescents. A two-wave longitudinal design was adopted in the present study. A total of 2481 participants (41.60 % male; Mage = 16.48) aged from 13 to 21 in 2021 completed the Chinese Version of Interpersonal Reactivity Index (IRI-C), Short Mood and Feelings Questionnaire (SMFQ), Chinese version of the Acceptance and Action Questionnaire-II (AAQ-II), Avoidance and Fusion Questionnaire for Youth (AFQ-Y8), Child Rejection Sensitivity Questionnaire (CRSQ), and Social Anxiety Scale for Adolescent (SAS-A) at baseline assessment (T1), and completed the SAS-A again three months later (T2). (1) Results showed, personal distress at T1 could significantly and positively predict social anxiety at T2. (2) Mediation analyses results demonstrated that adolescents' experience avoidance and rejection sensitivity at T1 were significant mediators between cognitive empathy at T1 and social anxiety at T2, but with the opposite effect. As for affective empathy, rejection sensitivity at T1 significantly mediated the relationship between adolescents' empathic concern at T1 and social anxiety at T2. Furthermore, experience avoidance and rejection sensitivity at T1 significantly mediated the association between personal distress at T1 and social anxiety at T2. Cognitive and affective empathy had different roles in contributing to adolescents' social anxiety. The findings in the current study can also provide empirical support for targeting adolescents' social anxiety by reducing personal distress directly and decreasing experiential avoidance and rejection sensitivity indirectly. • This study examined the associations among adolescents' empathy, social anxiety, psychological inflexibility and rejection sensitivity with longitudinal design. • Personal distress at T1 could significantly and positively predict social anxiety three months later. • The longitudinal relationship between cognitive/affective empathy and social anxiety were mediated by rejection sensitivity. • The findings suggested improving the accuracy of perspective taking and decreasing the personal distress, experiential avoidance and rejection sensitivity among adolescents. [ABSTRACT FROM AUTHOR]

• Computational thinking integration into a moral reasoning context. • Epistemic overlap between computational thinking, moral reasoning, and modeling. • Empathy as a resource for computational thinking. • Considerations for integration in socio-emotional learning settings in K12. In this work, we argue for expanding the scope of K-12 computational thinking (CT) integration contexts to include everyday scenarios involving moral reasoning. Epistemic overlap between computational thinking practices and moral reasoning suggest that these contexts are potentially rich sites to see "seeds of CT" in children's reasoning and can provide rich educational pathways for children into CT. Taking a case-study approach, we examine the reasoning of a second-grader, Ollie, on a task involving fair allocation of resources to victims of a natural disaster. Our analysis finds that Ollie's reasoning was rich with seeds of CT (e.g., problem formulation, abstraction, complex-systems thinking) and that empathy served as an important supporting role to the CT. This work has implications for curricular design, suggesting that fairness and resource allocation scenarios with built-in opportunities for empathy might provide rich sandboxes for CT integration. [ABSTRACT FROM AUTHOR]

Provider empathy has been shown to be directly linked to improved patient outcomes. The objective of this scoping review of the literature was to identify and describe learning activities that promote empathy for patients among pharmacy learners. This scoping review was conducted using the following inclusion criteria: publication in English, activities conducted in any academic pharmacy training program (professional degree program, experiential, residency, or fellowship), description of the learning activity(ies) provided, and focus on the experience of empathy/caring/compassion for patients, either human or animal. Articles were excluded if they focused only on skills such as empathic responding or if they did not describe the learning experience. All study designs other than reviews were included. The scoping review revealed 89 full-text articles that met the inclusion criteria. Included studies demonstrated a wide variety of approaches to the design of learning experiences as well as methods of measurement of empathy. Various types of learning modalities have been used to develop empathy in pharmacy learners, with reflection being the most common. A large proportion of studies that assessed empathy development used quasi-experimental or qualitative designs and did not report tests of statistical significance, which would make it difficult to compare the effectiveness of the different learning activities. A variety of approaches have been used among pharmacy learners to develop empathy for patients. Due to the high level of variability in approaches, more rigorous studies are needed to assess the effectiveness of these learning activities. [ABSTRACT FROM AUTHOR]

Evidence informed environmental policy and decision-making remains aspirational. Knowledge exchange literature indicates neccessary supportive elements and activities but acknowledges a gap in understanding of interpersonal and relational aspects. Inquiry is particularly lacking into the roles and potential of internal expert advice, especially in the micro-level instrumental decisions regulators make daily. We identify these characteristics as 'science thought leadership' (STL) and explore their role in experiences of successful decision support in environmental regulation. Forty-four cases in Victoria, Australia, and Florida, USA, were identified and analysed via appreciative inquiry methods. The cases prioritized in this process highlight environmental regulatory decisions, administrative in nature yet part of the policy cycle, as important sites of STL. STL is a set of characteristics and capabilities underpinning effective knowledge exchange, leading to better evidence-informed decisions. It is a series of 11 inter-related personal, professional and organisational enablers pivotal in cases when problem definition is contested, and legitimacy must be demonstrated. Integration, expertise and decisiveness in uncertainty is present when organisations and management value science and experts, and are externally accountable to justify decisions. Based on the findings, we present a conceptual model of STL and a checklist for its presence to assist both government and universities to recognize, work with and support STLs as crucial facilitators of evidence informed decision making. • The influence of internal intermediaries in knowledge exchange is under researched. • Science thought leadership (STL) = science is credible, valued and influential in public decisions. • Appreciative inquiry collected 44 STL cases from 2 state environmental regulators. • STL supports problem definition and demonstrating legitimacy internally and externally. • STLs are persistent, positive and brave, but also need professional skills and org support. [ABSTRACT FROM AUTHOR]

In this article we investigate the societal implications of empathic artificial intelligence (AI), asking how its seemingly empathic expressions make people feel. We highlight AI's unique ability to simulate empathy without the same biases that afflict humans. While acknowledging serious pitfalls, we propose that AI expressions of empathy could improve human welfare. [ABSTRACT FROM AUTHOR]

Uptake of advice and the ability to facilitate change on-farm are key elements for successful veterinary practice. However, having the necessary clinical skills and knowledge is not enough to achieve this: effective communication skills are essential for veterinarians to realize their advisory role by exploring and understanding the farmer's worldview. Research of verbal aspects of veterinarian communication supports the use of a relationship-centered communication style; we next need to study how veterinarian-farmer nonverbal communication (NVC) can influence interactions and their outcomes, which has been examined in medical and companion animal practice. In this study, we considered which aspects of NVC should be measured, and how, to provide an essential first step toward understanding the significance of NVC for veterinarians working in dairy practice, which should be of interest to researchers, veterinary educators, and practitioners. Eleven video recordings of routine consultations in the UK were analyzed for farmer and veterinarian NVC. The NVC attributes with established links to positive patient and client outcomes from medical and social science studies were chosen, and a methodology developed for their measurement, by adapting measures typically used in NVC research. Each consultation was segmented into intervals defined by the main activity and location on farm: introduction, fertility examination, discussion, and closing. This approach allowed us to analyze the content more consistently, establish which aspects of NVC featured within each interval, and whether the activity and location influenced the observed NVC. We measured 12 NVC attributes, including body orientation, interpersonal distance, head position, and body lean, which have been shown to influence empathy, rapport, and trust: key components of relationship-centered communication. Future research should seek to establish the significance of NVC in effective communication between veterinarian and farmer, building on our findings that show it is possible to measure nonverbal attributes. Veterinarians may benefit from becoming skilled nonverbal communicators and have more effective conversations during routine consultations, motivating farmers to make changes and improve herd health. [ABSTRACT FROM AUTHOR]

Individuals with autism spectrum disorder (ASD) often show limited empathy (poor recognition of others' emotions) and high alexithymia (poor recognition of own emotions and external thinking), which can negatively impact their social functioning. Previous experimental studies suggest that alterations in cognitive flexibility play key roles in the development of these characteristics in ASD. However, the underlying neural mechanisms that link cognitive flexibility and empathy/alexithymia are still largely unknown. In this study, we examined the neural correlates of cognitive flexibility via functional magnetic resonance imaging during perceptual task-switching in typical development (TD) adults and adults with ASD. We also investigated associations between regional neural activity and psychometric empathy and alexithymia scores among these populations. In the TD group, stronger activation of the left middle frontal gyrus was associated with better perceptual switching and greater empathic concern. Among individuals with ASD, stronger activation of the left inferior frontal gyrus was associated with better perceptual switching, greater empathy, and lower alexithymia. These findings will contribute to develop a better understanding of social cognition, and could be informative for the development of new ASD therapies. [ABSTRACT FROM AUTHOR]

Childhood trauma (CT) is a significant factor affecting social cognition in major depressive disorder (MDD). However, the relationship between CT, social cognition, and MDD is still not well-understood. A total of 251 Han Chinese participants, comprising 117 first-episode drug-naïve MDD patients and 134 healthy controls (HCs), were recruited. The Childhood Trauma Questionnaire (CTQ), Toronto Alexithymia Scale (TAS-20), Interpersonal Reactivity Index–C (IRI), and Facial Emotion Recognition Test were used to measure CT and social cognition. Partial correlations were conducted to analyze the association between CT and social cognition. Our results showed that no significant correlation was observed between CTQ total score and social cognition in MDD (p > 0.05), while it was different in HCs (TAS-20 total score: r = 0.21, p = 0.016; difficulty identifying feelings (DIF): r = 0.219, p = 0.012; perspective-taking (PT): r = −0.214, p = 0.014; recognizing neutral facial emotions: r = −0.4, p < 0.001). CTQ subtyping analysis revealed that CTQ subscale scores in MDD were significantly correlated with PT, personal distress (PD), and recognizing angry facial emotions. Interestingly, physical abuse score was positively correlated with PT in MDD (r = 0.219, p = 0.019) but negatively with PT in HCs (r = −0.276, p = 0.001). Insufficient sample size and cross-sectional designs. The correlation between CT and social cognition in MDD was weakened or reversed compared to HCs, highlighting the need for further investigation to determine the cause of this specific correlation. • Compared with HCs, MDD patients showed more severe childhood trauma (CT) and abnormal social cognition. • The correlation between CT and social cognition was weakened or reversed in MDD patients. • The pathophysiology of depression might interfere with the effect of CT on social cognition. [ABSTRACT FROM AUTHOR]

• Empathy is essential to patient safety/outcomes, but often lacking in nurses/students. • Role-play patient simulations allow students to experience the patient condition. • Experiencing the patient point of view improves empathic concern. Empathic care by nurses improves patient safety and outcomes. Nursing educators are responsible for training students to provide empathic care. This study explored the impact of role-play patient simulation on nursing students' empathic state. Participants completed the Comprehensive State Empathy Scale (CSES) questionnaire before and after completion of a role-play simulation. A statistically significant increase was seen in the CSES scores. The findings support the use of role-play simulations to impact state empathy. [ABSTRACT FROM AUTHOR]

• An ongoing lack of faculty and student diversity persists in nursing programs. • This study examines the experiences of nurse faculty related to ethnocultural empathy. • Action to improve ethnocultural empathy, self-awareness, and reducing exclusionary barriers are critical to addressing the ongoing lack of diversity among nurse faculty and nursing students in the United States. The nursing workforce in America continues to experience significant challenges. Namely, the lack of student and faculty diversity in nursing programs leaves workforce diversity in a gridlock. Well documented in the literature, the nursing workforce does not match the current demographics in the United States. This poses significant obstacles with far-reaching implications, from student and faculty trauma and violence to adverse patient outcomes. Improving inclusion and reducing barriers for historically and intentionally marginalized people involves self-awareness and appropriate expressions of empathy. This study used a quantitative exploratory method with a cross-sectional design to survey nurse faculty (n = 318) empathy nationwide utilizing the scale of ethnocultural empathy. The findings indicate that, overall, nurse faculty report moderate levels of ethnocultural empathy (15.25 ± 1.87). However, when the data were stratified by participant-reported racialized groups, non-white participants had statistically significant higher empathy scores F (25, 257) = 4.35, p <.001. These findings are consistent with research reporting the adverse experiences of underrepresented students and faculty in nursing programs and the persistent racism, oppression, and violence they face. Increasing empathy through ongoing self-awareness, perspective-taking, and training with a full review of institutional policies can mitigate exclusionary harm. Institutional commitment to diversity alone will not rectify contemporary challenges. Intentional actions to create inclusive spaces, remove barriers, and improve empathy are critical implications for nursing programs nationwide. [ABSTRACT FROM AUTHOR]

In a socialized multi-agent system, the preferences of individuals will be inevitably influenced by others. This paper introduces an extended empathy structure to characterize the coupling process of preferences under specific relations and make it cover scenarios including human society, human–machine system, and even abiotic engineering applications. In this model, empathy is abstracted as a stochastic experience process in the form of Markov chain, and the coupled empathy utility is defined as the expectation of obtaining preferences under the corresponding probability distribution. The self-other separation is the core concept with which our structure can exhibit social attributes, including attraction of implicit states, inhibition of excessive empathy, attention of empathetic targets, and anisotropy of the utility distribution. Compared with the previous empirical models, our model has a better performance on the data set and can provide a new perspective for designing and analyzing the cognitive layer of the human–machine network, as well as the information fusion and semi-supervised clustering methods in engineering. [ABSTRACT FROM AUTHOR]

While considerable emphasis has been put on investigating the mechanisms that drive reduced social connection in patients with schizophrenia (SCZ), recent studies have increasingly focused on the issue of loneliness in SCZ. As both social cognitive bias and self-reported empathy predict loneliness in non-clinical populations, the current study aims to examine the relationship between loneliness, reduced social connection and social cognitive biases, and self-reported empathy in SCZ. Ninety-three adult SCZ and sixty-six matched healthy individuals completed a battery of questionnaires measuring loneliness and social connection (Revised-UCLA Loneliness Scale, Lubben-Social Network Scale, Social Disconnectedness Scale), cognitive biases (Ambiguous Intentions Hostility Questionnaire, Davos Assessment of Cognitive Biases Scale, Cognitive Biases Questionnaire for psychosis) and self-reported empathy (Interpersonal Reactivity Index). Significant predictors of loneliness in SCZ were entered into two latent variables ("Social Threat Bias", "Social Connection"), and structural equation modeling was used to explore the direct and indirect relationships between Social Threat Bias, symptoms. and loneliness in SCZ. Patients reported higher levels of loneliness, cognitive biases and personal distress compared to controls. Furthermore, SCZ reported less social connection and perspective taking compared to controls. Structural equation modeling revealed that Social Threat Bias was linked to increased loneliness in SCZ both directly and indirectly via decreased social connection. Negative symptoms were directly linked with loneliness, while the association between affective symptoms and loneliness was mediated via Social Threat Bias. The results of the current study suggest that social threat bias should be considered while planning the interventions aimed to reduce loneliness in schizophrenia. [ABSTRACT FROM AUTHOR]

Les examens cliniques objectifs structurés (ECOS) ont été introduits pour évaluer les étudiants non seulement sur leur savoir, mais aussi sur leur savoir-faire et savoir-être. Les objectifs de cette étude étaient d'étudier la corrélation entre les notes obtenues aux ECOS et celles obtenues aux épreuves de connaissances et d'analyser des facteurs associés à une meilleure réussite aux ECOS chez les étudiants de DFASM1 et 2 au CHU de Dijon. Il s'agit d'une étude prospective observationnelle conduite auprès de l'ensemble des étudiants en médecine DFASM1/2 de Dijon. Les notes aux épreuves facultaires d'ECOS (2022) et la note moyenne aux épreuves de connaissances (2021–2022) ont été recueillies et leur corrélation recherchée. Un questionnaire interrogeait les étudiants sur leurs caractéristiques démographiques, leur investissement aux ECOS formatives et en stage, leur niveaux d'empathie (questionnaire de Jefferson) et leurs traits de personnalité (NEO-Pi-R). Parmi 549 étudiants, 513 ont réalisét l'ensemble des épreuves. Les notes aux ECOS et aux épreuves de connaissances facultaires étaient corrélées (r = 0,39, p < 0,001). Parmi eux, 111 (20 %) étudiants ont répondu au questionnaire, dont 97 ont été analysés. Nous n'avons pas observé de différence significative entre les étudiants ayant mieux réussi aux ECOS qu'aux épreuves de connaissance et les autres, concernant leur âge, leus investissement aux épreuves formatives, leurs traits de personnalité ou leur niveau d'empathie. Nos résultats suggèrent qu'il est impératif d'optimiser l'évaluation du savoir-être et du savoir-faire lors des épreuves d'ECOS, par de nouveaux outils, afin de mieux discriminer les étudiants sur ces compétences. Objective structured clinical examinations (OSCEs) were introduced to evaluate students not only on their knowledge, but also on their clinical skills and attitudes. The objectives were to study the correlation between OSCE scores and scores obtained to traditional knowledge examinations and to analyse factors associated with better OSCE performance in DFASM1 and 2 students at Dijon university hospital. This was a prospective observational study conducted among all fourth and fifth year medical students in Dijon. The scores on the OSCE elective tests (2022) and the average score on the knowledge tests (2021–2022) were collected and their correlation measured. A questionnaire asked students about their demographic characteristics, their investment in formative and practicum OSCEs, their level of empathy (Jefferson questionnaire) and their personality traits (NEO-Pi-R). Of 549 students, 513 completed all tests. Scores on OSCE and faculty knowledge tests were correlated (r = 0.39, P < 0.001). Of these, 111 (20%) students responded to the questionnaire, and 97 were analized. We did not observe any significant difference between students who performed better on OSCEs than on knowledge tests and those who did not, regarding their age, their investment in formative tests, their personality traits or their level of empathy. Our results underline the need to optimize the evaluation of empathy and clinical skills in OSCE tests, using new tools, in order to better discriminate between students on these skills. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Empathy towards patients in pain involves an internal process in which both affective and cognitive processes in the observer are responsible for a final behavioral reaction. This study investigated the impact of an undergraduate elective course on pain on students' empathy in a mixed-method design. Undergraduate students of the elective course on pain (intervention group) as well as undergraduate students of a compulsory course on neuropharmacology (control group) completed the Dutch version of the Interpersonal Reactivity Index (IRI) questionnaire at the beginning and the end of the course. In addition, students' empathy in the intervention group was explored by content analysis of students' reflective writing assignments related to documentary films that were part of the course activities. Twenty students (intervention group) and seven students (control group) completed both IRI questionnaires. IRI scores for subscales perspective taking, fantasy, and personal distress significantly increased over time more in the intervention group than in the control group (intervention x time interaction). Effect sizes (generalized eta squared) for these effects were 0.084, 0.041, and 0.139 for perspective taking, fantasy, and personal distress, respectively. The qualitative data revealed information on cognitive and affective responses, and to some extent behavioral responses. Both IRI outcomes and analysis of the reflective assignments demonstrate that students' empathy increased during the course on pain. Further research should explore in-depth the effects of different documentaries in the course on students' empathy development and the long-term effect of the course on students' empathy. [ABSTRACT FROM AUTHOR]

Identifying customers' needs and problems can give big impact to company producing suitable product and service. Shifting consumer needs after the pandemic has resulted in companies needing to redefine customer segments and relationships to provide maximum service. Empathy map and user persona are the tools that can help redefine the customer characteristics and developing the customer element in the business model of the company. This paper aims to define the customer segment and element of a service company after the pandemic time. This research using qualitative method by interviewing the customers as the key value to develop the customers element The result of this paper shows that through elements of empathy maps, the company can define how costumers feel, think, say, do and needs about the service of the company. Then company using figure of user persona to create the image of future customers of the company. The result of this research is that the company can redefine the customer element, customer segment and customer relationship, in its business model that can be used for the future product development. Empathy map and User persona make the company aware that customers' point of view is a sector worth considering in developing potential target markets in the future. [ABSTRACT FROM AUTHOR]

This study examines response cries produced by student spectators reacting to imagined pain in the setting of feminist self-defence classes. It investigates the vocal, verbal and embodied resources that constitute reactive displays to demonstrations and descriptions of physical techniques that can thwart attacks. It asks what the pain cries accomplish, considering their form and sequential organisation. Video-recordings of the classes were data. Drawing on discursive psychology and using multi-modal conversation analysis, the results detail how the conventionalised composition and positions of the cries make them mutually intelligible as reacting to a painful experience. They functioned to support the progression of the instructional activity that created a make-believe space where girls and women can resist violence. The findings confirm and extend what is known about the interactional environments and activities in which pain figures, further advancing the distinctive insights that an interactional approach brings. Data are in New Zealand English. • A video study of empowerment self-defence classes. • Pain cries responding to imagined hurt have conventionalised features but are also nuanced to the specific context of use. • Pain cries align and affiliate with demonstrations of effective delf-defence. • Pain cries show students attention and engagement with the self-defence demonstrations. [ABSTRACT FROM AUTHOR]

This paper describes 'gasps' – ingressive vocoids, ingressive nasal stops, and certain sharp inbreaths – expressing stance in Hebrew conversation. A sharp inbreath can be part of a startle reflex, but sequential analysis shows gasps used as carefully coordinated interactional resources. Gasps in themselves express high arousal only; valence and specific affective categories must be gathered from context. Gasps' liminal status, blurring the lines between body and language, self and other, informs their expressive power, making them potent ways to redirect attention, display emotion, and express empathy. Despite their liminal status, gasps fit the usage patterns of established linguistic categories of affective expressions, such as response cries, prompting reconsideration of the limits of linguistic categories. • Gasps (ingressive vowels) are responsive social actions, expressing emotion. • Context and surrounding talk determine the emotion, not limited to surprise. • Gasps negotiate attention and alignment, and express empathy. • Gasps are not entirely linguistic, but used similarly to conventional emotion words. [ABSTRACT FROM AUTHOR]