DOI: 10.12688/openreseurope.21693.2 ISSN: 2732-5121

The Blastocystis-colorectal cancer hypothesis: correlation is not causation

Özgür Kurt, Pauline D. Scanlan, Eleni Gentekaki, Lucy J. Robertson, David Carmena, Funda Dogruman-Al, Anastasios D. Tsaousis
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Introduction Emotional empathy is a key component of medical professionalism, enhancing doctor–patient communication, trust, treatment adherence, and clinical outcomes. However, research suggests that emotional empathy tends to decline during medical education, with potential negative impacts on both patient care and student well-being. Objective This systematic review explores how emotional empathy in medical students is influenced by educational interventions integrated into the medical curriculum. Methods A systematic search of PubMed and Web of Science was conducted in January 2025, following PRISMA 2020 guidelines. Out of 139 articles, eight studies met the inclusion criteria. Due to heterogeneity in design and outcomes, a narrative synthesis was performed. Results All included studies reported some effect of educational interventions on emotional empathy although impacts varied across subdimensions. Reflective sessions, communication training, and improvisation-based learning appeared particularly beneficial. Some interventions increased empathic concern or perspective-taking while others reduced personal distress. However, inconsistencies across studies limited direct comparisons. Conclusion Empathy training may support the development of emotional empathy in medical students, improving communication skills, patient relationships, and resilience. Despite promising findings, methodological variability and limited study numbers constrain generalizability. Future research should focus on standardized approaches and long-term outcomes to clarify the most effective educational strategies.

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