Virtually Walking in a Patient’s Shoes—the Path to Empathy?


Journal article


Carrie A. Elzie, Jacqueline Shaia
Medical science educator, vol. 30(4), 2020 Oct 30, pp. 1737-1739

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APA   Click to copy
Elzie, C. A., & Shaia, J. (2020). Virtually Walking in a Patient’s Shoes—the Path to Empathy? Medical Science Educator, 30(4), 1737–1739.


Chicago/Turabian   Click to copy
Elzie, Carrie A., and Jacqueline Shaia. “Virtually Walking in a Patient’s Shoes—the Path to Empathy?” Medical science educator 30, no. 4 (October 30, 2020): 1737–1739.


MLA   Click to copy
Elzie, Carrie A., and Jacqueline Shaia. “Virtually Walking in a Patient’s Shoes—the Path to Empathy?” Medical Science Educator, vol. 30, no. 4, Oct. 2020, pp. 1737–39.


BibTeX   Click to copy

@article{carrie2020a,
  title = {Virtually Walking in a Patient’s Shoes—the Path to Empathy?},
  year = {2020},
  month = oct,
  day = {30},
  issue = {4},
  journal = {Medical science educator},
  pages = {1737-1739},
  volume = {30},
  author = {Elzie, Carrie A. and Shaia, Jacqueline},
  month_numeric = {10}
}


Abstract

Empathy is the basis of a patient-physician relationship; however, this is being lost by students throughout medical training. Immersive virtual reality that allows individuals to viscerally experience anything from another person’s point of view has the potential to reverse the erosion of empathy and improve clinical practices.


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