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Background <p>Empathy and effective communication are core competencies in emergency care, yet structured training explicitly targeting these skills is uncommon in undergraduate curricula. We evaluated whether a Nonviolent Communication (NVC) curriculum, a structured framework centered on observation, feelings, needs, and requests, improves empathy and observed communication performance in undergraduate medical students.</p> Methods <p>We conducted a single-center, parallel-group randomized controlled educational intervention among fourth-year medical students at Nantong University (2024–2025). Participants were randomized to an NVC-based training program (<i>n</i> = 100) or a time- and dose-matched standard curriculum control (active control, <i>n</i> = 98). Empathy was measured using the Jefferson Scale of Physician Empathy (JSPE; primary outcome), and observed communication performance was assessed using the simplified Calgary–Cambridge–Guided communication checklist (SCCG; secondary outcome) in OSCE-style role-play encounters. Primary analyses used linear mixed-effects models with a group-by-time interaction.</p> Results <p>All 198 randomized students completed baseline and post-course assessments. In the primary mixed-effects models, NVC training produced a significantly larger increase in JSPE than control (group-by-time interaction β = 16.95; 95% CI, 15.40–18.50; <i>P</i> &lt; 0.001) and a significantly larger improvement in SCCG performance (β = 4.44; 95% CI, 3.41–5.47; <i>P</i> &lt; 0.001).</p> Conclusions <p>A structured, practice-oriented NVC curriculum produced greater short-term gains in self-reported empathy and observed communication performance than the active control. Multicenter trials with longer follow-up are needed to assess durability and generalizability.</p> Trial registration <p>Not prospectively registered.</p>

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Nonviolent communication training among undergraduate medical students in emergency medicine teaching: a randomized controlled educational trial

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月2日

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  • Daishan Jiang,
  • Xiaoyu Yuan,
  • Meng Wang,
  • Huiyuan Qiu,
  • Tingting Bian

摘要

Background

Empathy and effective communication are core competencies in emergency care, yet structured training explicitly targeting these skills is uncommon in undergraduate curricula. We evaluated whether a Nonviolent Communication (NVC) curriculum, a structured framework centered on observation, feelings, needs, and requests, improves empathy and observed communication performance in undergraduate medical students.

Methods

We conducted a single-center, parallel-group randomized controlled educational intervention among fourth-year medical students at Nantong University (2024–2025). Participants were randomized to an NVC-based training program (n = 100) or a time- and dose-matched standard curriculum control (active control, n = 98). Empathy was measured using the Jefferson Scale of Physician Empathy (JSPE; primary outcome), and observed communication performance was assessed using the simplified Calgary–Cambridge–Guided communication checklist (SCCG; secondary outcome) in OSCE-style role-play encounters. Primary analyses used linear mixed-effects models with a group-by-time interaction.

Results

All 198 randomized students completed baseline and post-course assessments. In the primary mixed-effects models, NVC training produced a significantly larger increase in JSPE than control (group-by-time interaction β = 16.95; 95% CI, 15.40–18.50; P < 0.001) and a significantly larger improvement in SCCG performance (β = 4.44; 95% CI, 3.41–5.47; P < 0.001).

Conclusions

A structured, practice-oriented NVC curriculum produced greater short-term gains in self-reported empathy and observed communication performance than the active control. Multicenter trials with longer follow-up are needed to assess durability and generalizability.

Trial registration

Not prospectively registered.