The dissertation defense is open and will be held virtually.
This event has passed. The written dissertation or abstract is available by clicking the link below.
The purpose of this study was to develop a feasible, acceptable, and appropriate educational intervention and to assess the impact of the program on improving empathy and reducing stigma in pre-clinical physician assistant students towards patients who are using opioids for chronic pain. The program included a peer role-play activity that involved participants playing the role of both patient and the physician assistant. Additionally, participants engaged in a didactic presentation and a reflective writing exercise prompted by a video. These activities were conducted numerously over a 4-month period. An embedded mixed-methods feasibility study was conducted. Changes in empathy levels in physician assistant students at the George Washington University School of Medicine and Health Sciences were measured. Results indicated that the intervention was feasible, acceptable, and appropriate. Wilcoxon Signed-Rank Test indicated an increase in cognitive empathy following the intervention, but no change in affective empathy. In interviews, reflective writing, and observation, participants expressed feeling emotional during the intervention. Overall, participants expressed that playing the role of the patient was enjoyable, a new experience, and helped develop their skills and attitudes toward patients on opioids for chronic pain in clinical settings. The peer role-play intervention improved participants’ awareness, especially since stigma was seen as a barrier to showing empathy. Participants provided insight into how their attitude and behaviors were a barrier to treating patients who use opioids for chronic pain, leading to patients feeling stigmatized, and also how healthcare systems do not provide a supportive environment.