Exploring empathy in genetic counseling students and new genetic counselors

• Published in: Journal of genetic counseling Vol. 30; no. 1; pp. 293 - 304
• Main Authors: Richards, Jonica L., Petty, Elizabeth M., Zelenski, Amy
• Format: Journal Article
• Language: English
• Published: United States Blackwell Publishing Ltd 01-02-2021
• Subjects: Advocacy; education; Educational programs; Emotions; Empathy; Genetic counseling; genetic counseling students; Health care; Medical personnel; Professional training; Professionals; Psychological distress; psychosocial; Reactivity; Students; Training; genetic counseling; empathy; education; advocacy; psychosocial; training; genetic counseling students
• ISSN: 1059-7700; 1573-3599
• DOI: 10.1002/jgc4.1321

Although empathy is widely recognized as an important trait for healthcare professionals, little research has examined empathy attributes in genetic counselors. Decreases in empathy levels have been recognized in other healthcare professionals over the span of their professional education program. This research sought to characterize empathy levels in first‐ and second‐year genetic counseling students and recent (2017) graduates, and to determine whether there are differences in empathy levels displayed by genetic counseling students at different points in their training. Additionally, this research examined whether experiences prior to graduate school, including specific aspects of advocacy experience, correlated with differences in self‐reported empathy levels among genetic counseling students and new genetic counselors. An online survey was administered to first‐ and second‐year genetic counseling students and practicing genetic counselors to determine whether there were differences in empathy levels between these groups, and to analyze for associations between pre‐graduate school advocacy work and levels of empathy as measured by the Interpersonal Reactivity Index (IRI). We identified significant differences in self‐reported empathy levels in several of the subscales of the IRI between first‐year students and second‐year students, and between first‐year students and recent graduates. Furthermore, we identified significantly lower scores on the personal distress subscale of the IRI in participants who engaged in advocacy work for longer than 12 months when compared to participants who engaged in advocacy work for between 6 and 12 months. Other advocacy and educational characteristics were also examined for correlations with IRI scores, and no significant associations were identified between these additional factors and self‐reported empathy scores. Practice implications and recommendations for future research are discussed.