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This analysis examines how second-year students’ empathy is shaped during the University of New England’s Learning-by-Living 48-Hour Hospice Home Immersion Project. Ten immersion journals from AY 2020–2021 were analyzed using phenomenologic qualitative methods, manual coding, and NVivo-15 refinement, yielding 43 themes. The dominant themes highlight patient stories, dignity preservation, emotional skill-building, and appreciation within interprofessional hospice care.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fostering-empathy-in-patient-medical-student-relationships-during-a-48-hour-hospice-home-immersion/428927/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fostering-empathy-in-patient-medical-student-relationships-during-a-48-hour-hospice-home-immersion/428927.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the project address about medical education and empathy?","Question",{"text":112,"@type":113},"The project targets the documented decline of empathy during clinical education and the lack of dedicated coursework for compassionate end-of-life care.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students’ experiences analyzed in this study?",{"text":117,"@type":113},"Ten student immersion journals from AY 2020–2021 were examined using phenomenologic qualitative analysis, with manual coding, codebook creation, inter-rater reliability, and NVivo-15 used to refine thematic coding.",{"name":119,"@type":110,"acceptedAnswer":120},"Which themes were identified as most important for medical students’ empathy?",{"text":121,"@type":113},"The top four themes were the impact of a patient’s story, preservation of patient dignity and humanity, building an emotional toolbox, and empathy and appreciation for colleagues and caregivers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},428927,1790790695,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81,"preview_page_count":4},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Innovation in Aging, 2025, Vol. 9, No. S2 1233  \nAbstract citation ID: igaf122.4123  \nFOSTERING EMPATHY IN PATIENT-MEDICAL STUDENT RELATIONSHIPS DURING A 48-HOUR HOSPICE HOME IMMERSION  \nBrandon Asika Etuka1, Sophia Moschella2, Jhanvi Puri3, and Marilyn Gugliucci4, 1. University of New England College of Osteopathic Medicine, Middletown, Connecticut, United States, 2. University of New England, Biddeford, Maine, United States, 3. University of New England College of Osteopathic Medicine, Portland, Maine, United States,  \n4. University of New England College of Osteopathic Medicine, Kennebunk, Maine, United States  \nWhile studies show that empathy declines throughout a medical student’s clinical education, fewer than one-third of medical schools have dedicated course content focusing on providing compassionate end-of-life care. Our analysis through the University of New England College of Osteopathic Medicine’s“Learning-by-Living: 48-Hour Hospice Home Immersion Project”strived to investigate how second-year medical students’empathy is impacted during this unique hospice patient care immersion. Phenomenologic qualitative analysis was applied to identify themes from accounts expressed in ten student immersion journals written during AY 2020-2021. Manual content data analysis was conducted for each journal, which was the foundation for creating a codebook from which inter-rater reliability was based. Thematic coding of the journal data was conducted manually and then fine-tuned using NVivo-15 software to categorize quotes within each theme. Through analyses, 43 themes were identified with significant quotes stored within each. The top four themes addressing medical students’ empathy were: Impact of a Patient’s Story on Empathy, Preservation of Patients’Dignity and Humanity, Building an Emotional Toolbox, and Empathy and Appreciation for Colleagues and Caregivers. Students learned from the personal stories and experiences of patients and their families along with working with the interprofessional hospice team. Student reflections demonstrated significant understanding of the services hospice provides. They also gained self-awareness and identified skills applicable to their careers as future physicians, including navigating open discussions surrounding end-of-life care with patients/families. This project creates impactful learning, skill development, and end-of-life experiences that augment students’ ability to be empathetic providers.","cbCaimb4DVUjtTQ5","https://ap.wps.com/l/cbCaimb4DVUjtTQ5","pdf",1081151,"English","# Methods\n## Qualitative journal analysis and coding\n# Findings\n## Major empathy themes\n# Learning outcomes\n## Student reflections and skill development","[{\"question\":\"What problem does the project address about medical education and empathy?\",\"answer\":\"The project targets the documented decline of empathy during clinical education and the lack of dedicated coursework for compassionate end-of-life care.\"},{\"question\":\"How were students’ experiences analyzed in this study?\",\"answer\":\"Ten student immersion journals from AY 2020–2021 were examined using phenomenologic qualitative analysis, with manual coding, codebook creation, inter-rater reliability, and NVivo-15 used to refine thematic coding.\"},{\"question\":\"Which themes were identified as most important for medical students’ empathy?\",\"answer\":\"The top four themes were the impact of a patient’s story, preservation of patient dignity and humanity, building an emotional toolbox, and empathy and appreciation for colleagues and caregivers.\"}]","FOSTERING EMPATHY IN PATIENT-MEDICAL STUDENT RELATIONSHIPS DURING A 48-HOUR HOSPICE HOME IMMERSION | PDF",1790648130]