Why empathy and altruism matter in dentistry 

Empathy, the ability to understand and share another person’s feelings, is an essential quality for healthcare practitioners to improve patients’ perceptions of care, foster trust, and even influence treatment outcomes. However, it is often overlooked, including in dental schools. Despite its significance, empathy can be difficult to maintain. As dental students progress through clinical training, the demanding workload, assessment pressures, and emphasis on technical skills can lead to what educators say “empathy erosion”. This gradual decline may distance students from the very individuals they seek to help. Conversely, altruism, which is a behaviour that prioritises other people’s needs over their own, is less studied and remains somewhat elusive among dental students.

Recognising this, our research team at the Universiti Teknologi MARA (UiTM), Malaysia, set out to explore how clinical education can foster empathy, not diminish it. The project focuses on the outlook of a comprehensive course that integrates patient-centred care, interdisciplinary collaboration, and reflective practice into the daily routine of senior dental students. 

What the study explores 

Our project, funded by the MPS Foundation, investigates how immersive clinical learning influences dental students’ professional growth, particularly their capacity for empathy and altruism. Using a mixed-methods approach, we measured students’ self-reported empathy and altruism levels using adapted questionnaires and complemented this with in-depth interviews that captured their experiences within the comprehensive course. 

Rather than viewing empathy as an abstract ideal, the study treats it as a learnable skill that can be nurtured through meaningful patient relationships and first-hand experience with patients of various medical, social and economic backgrounds. Altruism, in turn, is explored as the natural extension of empathy: acting for patients’ benefit without expecting personal gain. 

Learning through experience 

The comprehensive course provides a distinctive setting for students to connect clinical knowledge with human experience. It starts with training students to carry out a thorough case work-up, ensuring a complete understanding of each patient’s condition to provide a holistic, multidisciplinary patient care. Managing their own patients over multiple visits encourages continuity, accountability, and understanding of long-term oral health challenges. Also, rotations across specialities, including special needs and community activities, broaden students’ perspectives and their appreciation for diverse patient backgrounds. 

Structured discussions with mentors during case presentations and peer observations further help students process emotional aspects of care, where they learn not only what to do clinically, but how to be present for their patients. Early analyses suggest that these experiences nurture both professional empathy and a sense of ethical responsibility, leading to altruistic behaviour towards patients. The levels of empathy and altruism among dental students appear to be sustained by the end of the course. 

Why this matters for education 

Empathy and altruism are often mentioned but rarely measured or intentionally cultivated in dental curricula. Our study provides insight into how they can, in fact, be strengthened through deliberate curriculum design. When students are encouraged to reflect, given time for patient continuity, and supported by exposure to diverse patients’ backgrounds, they are more likely to carry these values through to the end of their studies. This means recognising empathy as part of clinical competence and not as ‘accidental’ learning outcomes. It highlights that technical mastery alone is not enough; understanding patients’ emotions and motivations is equally vital for effective care. 

Moving forward 

Our ongoing research aims to provide evidence-based insights that can inform dental curricula across Malaysia and beyond. By identifying educational elements that foster empathy and altruism, we hope to contribute to a broader discussion on value-based education in healthcare. 

For more information or collaboration on empathy-centred dental education, please contact the authors or reach out to the publication editor.