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Supplemental digital content for Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What is the state ofcompassion education? A systematic review of compassion training in health care. Acad Med.Supplemental Digital Appendix 5Relevance of Compassion Education Interventions to the Domains of Compassion Delineated by the Patient CompassionModel32Teaching modality (i.e.,details of the program)ReferenceLearner typeEducation settingFormal curriculum based educationEllman MSMedical studentsCurriculum in End of Life201641(N 50-200)care using experiential, skillbuilding activities withspecial attention tostudent self-reflection (4years).Costello MNursing studentsCare at the End of Life using201742Watson’s publications,videos, lectures, guestspeakers, discussion,assignments and projects.Brown JSCritical careAn HIV/AIDS palliative care201543nurses (N 30)course delivered in atraditional conference/Classroom.Shih CYPreclinicalPalliative care training201344medical studentscourse.(N 251)AnandarajaResidents/physici Spiritual care curriculum.h G 201645ans (N 26)AndersonRegistered nurses Healing Touch.JG 201646(N 24)AggarwalMedical studentsA student ledAK 201347(N 250)curriculum entitled "MentalIllness Among Us” involvingpanels presentations anddiscussions.Camp CL,First year medical Delivering feedback.201048students enrolledDomains of compassionAttending toRelationalneedsc communicationdRelationalspacee —————— ————Palliative andEOL care ————FamilymedicineAcute carepatientsIndividualswith mentalillness ———— ———— ————Not provided nseaSeeking tounderstandbPalliative andEOL care —Palliative andEOL care HIV/AIDSpalliative careCopyright by the Association of American Medical Colleges. Unauthorized reproduction is prohibited.1
Supplemental digital content for Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What is the state ofcompassion education? A systematic review of compassion training in health care. Acad Med.Konkin J201150in gross anatomy(N 49)First year medicalstudents UCLA(N 166)Medical students(N 25)Teskereci G202051First year nursingstudents (N 73)Caring Behavior NursingcourseNot provided ————ChamblissC, 199052AIDS / HIV Staff(N 6-18)Interactive training programHIV/AIDS ————Krajewski A201353Surgicalpatients ———— ————Nagle BJ201855Pate JD201356Older adultswith lderlypatients ———— ————Frazier M201549Students shadowed chaplainsat a hospital.Hospitalizedpatients ————Integrated CommunityClerkship with guidingprinciples of continuity ofcare, preceptor and learningenvironment.Familymedicine ————Postgraduate year Intern boot camp curriculum1 general surgerycategorical andpreliminaryresidents (N 108)Clinically based education interventionsService learningBrown KMNursing studentsService-learning nursing201754(N 45)course focused on olderadults.Medical students(N 12)Nursing students(N 65)In-home visits with geriatricpatients.Elder care practicuminvolving increasedintergenerational exposure (3extended visits).Copyright by the Association of American Medical Colleges. Unauthorized reproduction is prohibited.2
Supplemental digital content for Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What is the state ofcompassion education? A systematic review of compassion training in health care. Acad Med.Redfield CS201657Nursing students(N 63)Davis LI201558Clark DL200361Pharmacy andnursing students(N 16)BSc (Hons)nursing/midwiferystudents (N 31)Third yearmedical studentsin Nepal (N 55)Medical Students(N 221)Levine MA200962Nursing sudents(N 10)Smith JK200663Pre-clinicalmedical students(N 66)Nursingprofessors andstudents (N 19)BaldacchinoDR 201059Dhital R201560SchneiderAR 201864Whelan M201865Rubin RW200466Romem P200867Nurse practitionerand doctor ofnursing practicestudentsDental students(N 61)Nursing students(N 136)Meetings with highfunctioning older adults toprovide brief healthpromotion activities.Clinical practice incommunity clinics andhospital units.Theory and pilgrimage.Elderlypatients ————Underservedcommunities ————Pilgrims inLourdes ————Postings in rural PrimaryHealth Care Centers.Underservedcommunities ————A service learning program1) social hour 2) clinic and3) reflection.Hands-on nursing care in ahost community.Homeless ————Community ————Lectures, workshops, andinternational practicum.Underservedcommunities ————A service-learningpartnership between auniversity nursing programand an isolated communityof internally-displacedpersons.Short term internationalhealth mission from USA toJamaica.Internallydisplacedpersons ————Underservedcommunities ————Non-dental communityservice.A psychiatric clinicalclerkship.Community ————Individualswith mentalillness ————Copyright by the Association of American Medical Colleges. Unauthorized reproduction is prohibited.3
Supplemental digital content for Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What is the state ofcompassion education? A systematic review of compassion training in health care. Acad Med.Crandell CE201368Doctor ofphysical therapystudents (N 8)HaywardKS 200369Nursing students(N 8-10)Leadership programsBridges JNurses (2482015;nurses, 6392017;201870 patients, 188-72visitors)Dewar BNurses; nursing2010, 2014, staff (N 86);201773-75care home staffand residents (N 48)Saab MMNursing and201976midwifery leaders(N 79-168)End of life careChan B201877Moore KJ201778Registered nurses(N 51)Nursing home andexternal healthcare professionals(N 10-19)Other patient populationsCarson NECaregivers (n 20177951) and students(n 170)BaranNurses (N 25)Stecker MService-learningclinics including studentprovision of facultysupervised pro bonoservices.Case management, supportservices, police ride-alongs,shelter admission andintervention and researchdevelopment.Physicaltherapy ————Victims ofdomesticviolence ————Leadership and team workpractices.Acute hospitalsettings —— —Appreciative action research.Acute hospitalsetting/residents and familiesof residents incare homesNot provided —— — ————Workshop on the CAREProgram.Staff training by aninterdisciplinary care leader.Palliative andEOL careResidents andfamilies ofresidents withdementia innursing homes ———— — ——Caregivers Are Heroes,caregiver interviews.Chronic illness ————Didactic lectures and casebase scenarios.Patients withepilepsy — —Leaders for CompassionateCare Programme.Copyright by the Association of American Medical Colleges. Unauthorized reproduction is prohibited.4
Supplemental digital content for Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What is the state ofcompassion education? A systematic review of compassion training in health care. Acad Med.2011;Stecker M201280,81StudentshipsJeste DV201882First year medicalstudentsparticipating in amulti-siteprogram MSTARor single site MSTREAM (N 178)Lefresne SClinical nutrition201183students, medicalstudents andsupervisingoncologistsTeaching approachesSelf-reflectionHawthornth Registered nurseswaite L(N 542)201884Adamson E201585Student nursesClandininDJ 200886Scamell M201787Family medicineresidents (N 4)First yearundergraduatemidwifery (N 111)Nursing students(N 13)Post-graduatenursing students(N 24)Waugh A201688Begley AM201189Summer research trainingprogram combined mentoredresearch, didactics, and someclinical exposure.Elderlypatients ————Summer Studentship inPalliative and SupportiveCare in Oncology.Patients withcancer ————A 2-part workshop withpatients and supportingpatient and familystorytellersStories gathered withinclinical practice used tostimulate reflective learning.Writing, sharing andinquiring into parallel charts.Online storytelling.Familymedicine ————Acute care ————Primary care ————Maternal andneonatal ————Digital narratives ofcompassionate care.Tolstoy's "Death of IvanIlych" used as a stimulus fordiscussion.Not provided ————Palliative andEOL care ————Copyright by the Association of American Medical Colleges. Unauthorized reproduction is prohibited.5
Supplemental digital content for Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What is the state ofcompassion education? A systematic review of compassion training in health care. Acad Med.Deloney LA200390First YearMedical Students(N 138)Adam D201491Nursing students(N 30)WiklundGustin L201392Nursing teachers(N 4)ReismanAB 200693Fresa-DillonKL 200494Residents (N 15)Osteopathicmedical studentsJack K201595Shapiro J200396Nursing students(N 42)Medical studentsand residentsShapiro J200697Medical students(N 11)Coleman D201598Adult and mentalhealth preregistrationstudent nurses (N 10)Cancer nursesDe SouzaJM 201499Pre-play lecture on end-oflife care, watching the dramaWit and a post-playdiscussion with the cast.A learning module"Understanding self inrelation to others inprofessional practice” usingclass discussion andformative reflections.Experiential and reflectivework to understand selfcompassion as a source tocompassionate care.Workshop on writing inmedicine.Creation of a class visionstatement reflective.Palliative andEOL care ————Not provided ————Not provided ————Not provided ————Osteopathy ————Poetry writing on importantpractice issues.Small-group learningexperiences and use ofcreative projects, such aspoetry, to reflect on patientsand themselves.Learning from role modelsand peer; in-classreadings; self- and otherobservation; self-reflectivetechniques; case-basedproblem solving.Students wrote poetry, whichwas discussed in reflectivepractice assessments.Not provided ————Not provided ————Not provided ————Individualswith mentalillness ————Family sculpting.Patients withcancer ————Copyright by the Association of American Medical Colleges. Unauthorized reproduction is prohibited.6
Supplemental digital content for Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What is the state ofcompassion education? A systematic review of compassion training in health care. Acad Med.Petkari E2017100Psychologystudents (N 26)Movie-based education andrelated discussions.Arnold BL2016101Palliativephysicians (N 147)Physicians orphysicians-intraining (N 23)A qualitative visual analysisof 75 images.Karkabi K2014102Newell GC2003103Penson RT2010104Farr M2017105Residents andmedical students(15-20 persession)Clinicians( 50,000clinicians at 195sites in 31 states)Community andmental healthproviders (N 206)Gishen FMedical students2016106(N 677)Clinical simulationLoomis JNursing students2017107(N 110)Johnson KE Nursing students2015108Mal FNursing students2016109(N 18)Betcher DNurses2010110Individualswith mentalillnessPalliative andEOL care ———— ————A workshop aiming toenhance reflective capacityin medical educators byusing a combination ofabstract paintings andnarratives.A "music and medicine"course.Familymedicine ————Not provided ————Evidence-basedinterdisciplinary discussions.Multidisciplinary ————Evidence-basedinterdisciplinary discussions.Communityandindividualswith mentalillnessNot provided ———— nitiesPalliative andEOL carePalliative andEOL care ———— ———— ———— ————Evidence-basedinterdisciplinary discussions.Poverty simulation.A poverty simulationexercise.Case study vs. Simulation.Didactic lecture oncommunication techniques,role-playing, simulation, anddiscussion.Copyright by the Association of American Medical Colleges. Unauthorized reproduction is prohibited.7
Supplemental digital content for Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What is the state ofcompassion education? A systematic review of compassion training in health care. Acad Med.Ross AJ2013111Kalish R2011112Health careprofessionalsMedical students(N 11)Riches S2019113Trainees orqualified clinicalpsychologists (N 15-25)Second-yearundergraduatenursing students(N 528)Hayes C2018114Role modelingBlanco MA Medical residents2013115(N 41)Contemplative practicesBell TTrainee cognitive2017116behavioraltherapists (N 8)Gale CMental therapists2017117(N 10)Mascaro JS2016118Beaumont E2017119McEwan K,2020120WeingartnerLA 20191212-day simulation trainingprogram.Reflection of annotatedvideotapes of clinicalencounters.Auditory gy ———— —— —Individualswith mentalillness ————Role-play simulation.Not provided —— —Resident-as-teacher rolemodel program.Rheumatology ————Development of a'compassionate internalsupervisor.’Compassion focusedtherapy.Individualswith mentalillnessIndividualswith mentalillnessNot provided ———— ———— ————Compassionate mindtraining.Psychotherapy—————Second yearmedical students(N 32)Post graduatestudents inCognitiveBehaviouralPsychotherapy (N 21)Mental healthprofessionals (N 17-28)Cognitively-basedcompassion training.Compassionate mindtraining.Individualswith mentalillness ————Preclinicalsecond-year andCompassion cultivationtraining.Not provided ————Copyright by the Association of American Medical Colleges. Unauthorized reproduction is prohibited.8
Supplemental digital content for Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What is the state ofcompassion education? A systematic review of compassion training in health care. Acad Med.fourth-yearmedical students(N 45)Fortney L2013122Kemper KJ2015123Mahon MA2017124Kemper KJ2015125Kemper KJ2017126Nguyen MC2020127Boellinghaus I 2013128Rao N2017129Suyi Y2017130Primary-carephysicians (N 30)Medical students(N 6)Registered nurses(N 90)Medical, nursing,social workstudents anddieticians andresidents (N 60)Healthprofessionals andtrainees (N 149)Residents andfaculty volunteersfrom emergencymedicine, internalmedicine andsurgery (N 66)Abbreviated mindfulnesstraining course.Primary care—————Mindfulness -based stressreduction course.Mindfulness meditation.Not provided ————HospitalizedpatientsMultidisciplinary ———— ————Online mind-body skillstraining.Multidisciplinary ————Mind-body skills training.Multidisciplinary ————Traineepsychologicaltherapists (N 12)Nurses,physicians andsocial workers (N 177)Mental healthprofessionals (N 37)Loving kindness meditationIndividualswith mentalillness ————3 types of positive emotiongenerating meditation.Multidisciplinary ————Mindfulness program.Individualswith mentalillness ————Mind body skills training.Copyright by the Association of American Medical Colleges. Unauthorized reproduction is prohibited.9
Supplemental digital content for Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What is the state ofcompassion education? A systematic review of compassion training in health care. Acad Med.SchroederDA 2018131OrellanaRios CL2017132Physicians (N 33)Interdisciplinarypalliative careteams (N 28)RichardsTA 2006133Kemper KJ2017134Registered nurses(N 24)Faculty, staff, orin training at OhioState University’sCenter forIntegrative Healthand Wellness (N 24)Therapisttrainees (N 25)Keng S-J2017135BrathovdeA 2017136MoffattBruce SD2019137Registered nurses(N 24)Residents andfaculty ofcardiovascularICU (N 66)Verweij HGeneral2016138practitioners (N 50)Verweij HResidents (N 2018139148)Other interventionsCrow SMMedical students2012140(N 157)Talarico EF Medical students2013141Chiou RJ2017142Medical students(N 158)Brief mindfulness-basedintervention.Mindfulness- andmeditation-basedintervention, includingloving-kindness and Tonglen meditation training.Spiritually based selfmanagement.Guided imagery, acupressureand Reiki.Primary care ————Palliative andEOL care ————Not provided ————Multidisciplinary ————Functional analyticpsychotherapy therapisttraining.Reiki energy therapy.Psychotherapy ————Not provided ————A “flipped” classroommindfulness training.ICU ————MindfulnessPrimary care ————MindfulnessNot provided ————Donor Luncheon before adissection class.Students interact with thefamilies of the deceasedpersons whom they aredissecting.Initiation ceremony tocommemorate a donor andNot provided ————Not provided ————Not provided ————Copyright by the Association of American Medical Colleges. Unauthorized reproduction is prohibited.10
Supplemental digital content for Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What is the state ofcompassion education? A systematic review of compassion training in health care. Acad Med.Han A2017143AltamiranoBustamanteMM 2013144Hofmeyer A2018145Turnbull P2013146ReynoldsLM 2019147Bunyan M2017148Staff in carefacility for peoplewith dementia (N 24)Health carepersonnel (N 2,891)Nursing studentslay a wreath before adissection class.Compassionate touchtraining.Individualswith dementia ————Clinical ethics course.Multidisciplinary ————Online compassion module.Not provided ————Nursing students(N 284)Medical studentsand qualifiedhealth careprofessionals (N 327)Student nurse pledge.Not provided ————2-min compassion conditionslideshowNot provided ————Nurses working inmental healthinpatientrehabilitationwards (N 19)Motivational interviewing.Individualswith mentalillness — —Abbreviations: CARE, Compassion and Respect at the End-of-life; CME, continuing medical education; EOL, end-of-life; HIV/AIDS, humanimmunodeficiency virus /acquired immunodeficiency syndrome; USA, United States of America.aVirtuous response (the activation and enactment of a virtue, defined as a good or noble quality embodied in the character of the caregiver, towarda person in need): knowing the person; person as a priority, and beneficence.bSeeking to understand (the extent to which caregivers attempt to understand the sufferer as a person and to understand the person's unique needsin order to optimize the effect of compassion).cAttending to needs (the timely, attuned desire to actively engage in and address a person's multifactorial suffering): timely action, attending andproviding compassion related needs (family centered, inviting patients to share their needs, knowledgeable and comforting, etc.).dRelational communication (verbal and nonverbal displays of compassion conveyed through caregiver demeanor, affect, behavior, and engagementwith the person in suffering).eRelational space (the context and content of a compassionate encounter where the person in suffering is aware and is engaged by the virtuousresponse of the caregiver).Copyright by the Association of American Medical Colleges. Unauthorized reproduction is prohibited.11
Supplemental digital content for Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What is the state ofcompassion education? A systematic review of compassion training in health care. Acad Med.Copyright by the Association of American Medical Colleges. Unauthorized reproduction is prohibited.12
Nursing students Care at the End of Life using Watson’s publications, videos, lectures, guest speakers, discussion, assignments and projects. Palliative and EOL care — — — — Brown J S 2015. 43. Critical care nurses (N 30) An HIV/AIDS palliative care course delivered in a
