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Background. Empathy is a crucial component of clinical practice and professionalism. Quantitative studies have reported empathy erosion in medical students. However, studies investigating medical students' perspectives on their understanding and behavioural expressions of empathy with patients are limited. Objective. To explore medical students' perspectives on the nature, significance and expressions of empathy during their undergraduate training. Methods. The study used a qualitative phenomenological approach. Twenty-five (out of 45) medical students were invited to participate. Semi-structured online interviews were conducted to elicit experiential details from participants. The recorded interviews were transcribed verbatim, and data were analysed using Braun and Clarke's thematic analysis method. Results. Students described their beliefs and understanding of empathy and reflected on the process of empathising with patients. Most students defined empathy as having four interrelated and overlapping dimensions: cognitive, affective, behavioural and moral. In addition, they believed that empathising with patients was a bidirectional relational process, necessitating empathic inclination, adequate time, a non-judgemental approach and effective communication and listening skills. Conclusion. Empathy is more than a personal attribute; it is a multifaceted, dynamic and bidirectional relational process. Adequate time, support, stress management strategies, formal training and encouragement from experienced teachers are crucial elements to fostering genuine or deep empathy in medical students. Furthermore, students should be trained in developing emotional regulation and maintaining an appropriate balance between professional detachment and empathic connections. [ABSTRACT FROM AUTHOR]

Subcutaneous emphysema of the head and neck after otologic surgery is exceedingly rare. The mechanism relates to the intimate relationship of the temporomandibular joint to the external auditory canal. We present a rare case of subcutaneous emphysema after otologic surgery for ear disease. An astute clinical index of suspicion coupled with prompt treatment can help minimize morbidity and improve patient outcomes. [ABSTRACT FROM AUTHOR]

Background: Learning and performing tracheostomy care are challenging for laypersons. Effective pictorial patient education handouts are needed for nonprofessional individuals to learn health management skills., Objectives: The study aims to (1) evaluate the preliminary efficacy of the pictorial education handout on patients' and family members' self-efficacy in tracheostomy care and (2) identify demographic, psychological, and education-related factors associated with lower self-efficacy on tracheostomy care., Interventions/methods: This was a preliminary pilot study with a pretest-posttest design. We recruited a total of 39 participants, including 22 patients with head and neck cancer-related tracheostomy and 17 family caregivers in 2021. All participants received A3-size (297 × 420 mm) pictorial patient education handouts on how to suction and how to clean their tracheostomy at home., Results: Pictorial education handouts showed a medium to large effect size on self-efficacy in the patient (Cohen D = 0.46) and caregiver participants (Cohen D = 0.78). Participants with higher anxiety were associated with a greater gain in self-efficacy with the pictorial patient education handouts ( r = 0.35, P = .027)., Conclusions: Pictorial patient education handouts were effective tools for improving patients' and family caregivers' confidence in tracheostomy care, and it is particularly helpful for individuals with high anxiety with tracheostomy., Implication for Practice: Clinical nurses should use the pictorial education handouts not only to assist patients and family members on learning and practicing tracheostomy care but also to relieve anxiety associated with tracheostomy care at home., Competing Interests: The authors have no conflicts of interest to disclose., (Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved.)