Abstract
BACKGROUND: Psychological distress among medical students and junior doctors is a significant concern, with burnout and mental health issues being common. Compassion training has shown promise in improving psychological well-being among healthcare workers, including medical students, and has been shown to mitigate empathic distress and burnout. However, few studies have explored the feasibility and student perceptions of integrating compulsory compassion training in medical curricula. This study aimed to assess the feasibility of a compulsory online compassion training module as part of the final-year medical student curriculum. METHODS: A survey-based evaluation of 306 respondents, made up of final-year medical students participating in the Compassion Training for Healthcare Workers (CTHW) course, was conducted. The CTHW course was provided as an online asynchronous self-paced module in four modules over four weeks, each covering approximately two hours of content. Quantitative data obtained via Likert scale surveys and qualitative data obtained via open-ended responses were collected from a student survey. Descriptive and inductive content analyses were conducted to examine the responses. RESULTS: The majority of students responded positively to the module, appreciating the content, variety of teaching media, discussion forums, and practical strategies learned. The students emphasized the importance of compassion in healthcare and reported a positive shift in attitudes toward compassion. Although some students suggested a preference for face-to-face components, the online asynchronous format was well received for its flexibility and self-paced learning. CONCLUSION: This study demonstrates the feasibility and positive reception of incorporating a compulsory online compassion training module into the final-year medical student curriculum.