Learning to Care: Faculty Perspectives on Developing Empathy and Inclusive Mindsets in Biomedical Engineering
Learning to Care: Faculty Perspectives on Developing Empathy and Inclusive Mindsets in Biomedical Engineering
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学习关怀：教师对生物医学工程中培养同理心和包容性心态的看法
DOI：
10.1007/s43683-022-00077-0
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Le Doux, Joseph M.
中科院分区：
文献类型：
--
作者：
Lunn, Stephanie J.;Bell-Huff, Cristi L.;Le Doux, Joseph M.
虽然我们都有自己的情况和经历，但能够感同身受对于认识到不公正和考虑社区中其他人的观点至关重要。在以人为本的生物医学工程（BME）领域，同理心对于创造包容性的设备或设备至关重要，这些设备或设备对所有需要它们的人都是平等的。为了更多地了解同理心在学科中的重要性以及可用于促进同理心的学习活动，我们利用定性方法并采访了六位BME讲师和课程协调员。我们应用Zaki的移情框架作为我们调查和分析的理论基础，它考虑了认知，情感和动机因素。在这项研究中，我们试图解决：（1）同理心的BME学生的需要;（2）同理心的BME教育工作者的需要;（3）如何具体的学习活动可以用来欣赏和灌输同理心。分析结果产生了六个主题，研究结果表明，移情被认为是重要的学生的个人和专业发展。它可以促进跨文化意识，领导力，并可能促使学生思考和关心他人并采取行动。教师们认为同理心对他们自己也是必要的，他们描述了在他们的职业生涯中，当他们与学生互动并了解他们所面临的问题时，他们会发展同理心。反过来，他们提到自己的同理心如何加强他们作为教育者的方法，他们的人际关系，以及他们对处于困境中的学生的认识。我们确定了多种学习活动，可以培养学生的同理心。例子包括编写人物角色，以加强观点采择或允许学生分享自己的叙述，以加强沟通的发言者和积极倾听和同情那些听到的故事。要求学生跟随医生或与那些将使用他们产品的人进行访谈，可以帮助学生建立同情心，并帮助学生为他人着想。然而，为了影响价值观和心态，这些活动不应该只在一个时间点插入，而是应该在整个BME课程中考虑。这项工作的结果不仅鼓励BME学生的专业发展和他们解决问题的能力，解决真实的人的需求，但他们也谈到了对个人成长和考虑不同观点的同理心的价值。
While we all have our own circumstances and experiences, being able to empathize is critical to recognizing injustice and considering the viewpoints of others in the community. In the human-centric field of biomedical engineering (BME), empathy is imperative to creating inclusive devices or equipment that are equally accessible to all who need them. To learn more about the importance of empathy in the discipline and the learning activities that can be used to promote it, we leveraged qualitative methods and interviewed six BME instructors and course coordinators. We applied Zaki’s framework of empathy as the theoretical foundation for our investigation and analysis, which considers cognitive, emotional, and motivational factors. In this study, we sought to address: (1) The need of empathy for BME students; (2) The need of empathy for BME educators; and (3) How specific learning activities can be used to appreciate and imbue empathy. The analysis resulted in six themes, and the findings illustrated that empathy was considered important for students’ personal and professional development. It can promote intercultural awareness, leadership, and may drive students to think and care about others and take action. Faculty perceived empathy as necessary for themselves as well and they described developing it over the course of their careers as they interacted with students and learned about the issues they faced. In turn, they mentioned how their own empathy served to strengthen their approach as educators, their interpersonal relationships, and their awareness of students in distress. We identified multiple learning activities which can foster empathy in students. Examples include writing personas to enhance perspective-taking or allowing students to share their own narrative to strengthen communication for the speaker and active listening and compassion from those hearing the stories. Requiring students to shadow physicians or conduct interviews with those that will use their products can serve to build compassion and help students to think about others. However, to impact values and mindsets such activities should not just be inserted at a single time point, but instead, should be considered throughout the BME curriculum. The findings from this work not only encourage professional development of BME students and their ability to solve problems addressing the needs of real people, but they also speak to the value of empathy for individual growth and considering diverse perspectives.
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DOI：
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发表时间：
2003
期刊：
影响因子：
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DOI：
--
发表时间：
2013
期刊：
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