Intervention effects on empathy were larger on objective measures than on self-report measures¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3·i2medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2028: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Measurement type was a statistically significant moderator, with larger average effects on objective measures (d = 0.72) compared to self-report measures (d = 0.12). → Ngo Hazel 2025
Evidence¶
Ngo Hazel 2025¶
Ngo Hazel, Sokolovic Nina, Hu Julia, Jenkins Jennifer. (2025). A systematic review identifying effective teaching methods and their combinations for increasing empathy in physicians: pairwise and network meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-025-07917-x
q3 · i2 · quant-synthesis · r3
Meta-regression of measurement type in the pairwise meta-analysis (Table 2: objective k = 72, SMD .67; self-report k = 10, SMD .12; Q = 14.64, p = .00). The article reports "larger average effects on objective measures (d = 0.72, 95% CI: 0.51, 0.93) compared to self-report measures". The review prioritized objective measures when studies reported multiple types.
"A statistically significant effect was found for measurement type with larger average effects on objective measures (d = 0.72, 95% CI: 0.51, 0.93) compared to self-report measures (d = 0.12, 95% CI: − 0.10, 0.34)."
Discussion¶
Related Claims¶
- Including didactic teaching is associated with greater intervention effectiveness for teaching empathy to physicians — related
- Language and early writing interventions showed larger effects on researcher-developed than standardized outcome measures, while phonological awareness, print knowledge, and decoding effects were comparable across measure types — related
- Type of achievement measure moderates the correlation only when laboratory measures are excluded; course-exam correlation drops to r = .04 — related
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