Empathy in medical education: a conceptual review of modulating factors across training
DOI:
https://doi.org/10.25118/2763-9037.2026.v16.1587Keywords:
empathy, medical, students, educationAbstract
Introduction: Empathy is a core competence in medical education and a predictor of patient satisfaction, adherence, diagnostic accuracy, and overall clinical outcomes. Despite its importance, evidence consistently shows a decline in empathy during medical training, especially during clinical years. Objective: This conceptual review synthesizes theoretical and empirical perspectives on five major modulating factors of empathy among medical students: gender, stress and burnout, socioeconomic context, social support, and progression through medical school. Method: We followed the criteria proposed by the SANRA scale to maintain the study's quality. Discussion: Drawing on key international studies, we discuss the dynamic and fragile nature of empathy, the controversies surrounding its measurement, and the role of psychosocial and environmental determinants. Conclusion: We conclude by proposing a conceptual model that integrates these determinants and emphasizes the need for institutional strategies to sustain empathy throughout medical training.
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Copyright (c) 2026 Bianca Rocha Bergamasco, Marcelo Feijó Mello
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