# Empathy Scores and Curriculum Integration at Two Different Levels: A Cross-Sectional Study of Final-Year Medical and Dental Students

## TL;DR

This study found that medical and dental students in curricula with higher integration had higher empathy scores than those in lower integration curricula.

## Contribution

The study introduces a novel comparison of empathy levels in medical and dental students based on Harden’s curriculum integration levels.

## Key findings

- Students in higher curriculum integration reported higher empathy scores.
- Curriculum structure impacts empathy development in healthcare students.

## Abstract

Background: Empathy is a defining trait for healthcare professionals as it fosters trust and understanding between providers and patients. In medical and dental education, empathy is required for enhancing protective health outcomes. Empathy levels vary among medical students throughout their medical schooling and are impacted by factors such as curriculum structure, clinical exposure, and personal characteristics.

Objectives: This study aimed to compare empathy scores corresponding to different levels of curricular integration as defined by Harden, in order to identify any potential differences in empathy levels between two groups.

Methodology: Two study samples, one consisting of medical students and the other of dental students, completed the Kiersma-Chen Empathy Scale-Revised (KCES-R). Empathy scores were assessed across two levels of curriculum integration based on Harden’s integration ladder.

Results: The results indicated that students instructed at a higher level of curricular integration reported higher empathy scores compared to those instructed at a lower integration level.

Conclusion: In conclusion, the findings of this study suggest a positive relationship between curricular integration and empathy scores in medical and dental students.