Empathy in action: How this clinician educator inspires future doctors
Published on 10 October 2024
As technology reshapes healthcare, Adj Prof Lau Tang Ching reminds medical students that their most powerful tools are human connection and courage.
When Adj Prof Lau Tang Ching reflects on his journey as a clinician educator, he recalls the teachers who inspired his passion for learning and helped shape his teaching style.
One of them was a Chinese Language teacher from junior college, whose words of encouragement gave him the confidence to persevere. Later in medical school, a jovial professor left a deep impression on him, and made him “fall in love” with learning.
“This kind of affirmation and approachability, the ability to draw students in and let them enjoy what they are learning, is very precious,” shared Adj Prof Lau, Senior Consultant, Division of Rheumatology, Department of Medicine, National University Hospital (NUH).“I try my best to affirm (my students) and be affable, as these attributes helped me learn better.”
Coming from a family of educators – his parents were primary school teachers – it seems only natural that Adj Prof Lau found his calling in nurturing future doctors. While equipping students with the skills to embrace technology in medicine, he consistently reminds them to stay grounded in the human side of medicine, where empathy and connection remain as irreplaceable tools.
Today, he holds roles as the Group Director of the National University Health System Education Office and Vice-Dean (Education) of the Yong Loo Lin School of Medicine, National University of Singapore (NUS).
For his teaching efforts, Adj Prof Lau received the National Outstanding Clinician Educator Award at the annual National Medical Excellence Awards 2024. The awards recognise the contributions of outstanding clinicians, clinician scientists and other healthcare professionals.
What makes a good doctor
As healthcare evolves, certain qualities remain essential for good doctors, said Adj Prof Lau.
One such attribute is metacognition, which is the ability to reflect on one’s own thinking. “This helps us to continue to innovate and become better versions of ourselves – ultimately benefiting our patients and the healthcare system,” the 57-year-old clinician educator explained.
Another is technological agility, but doctors must know when to balance it with traditional approaches to care for patients.
Above all, there must be empathy, though it can be the hardest skill to master. “It is something we’ve been trying to learn from Year One of medical school, and until today, I’m still learning to be more empathetic,” Adj Prof Lau shared. “It is an evolving lifelong journey.”
Teaching empathy: From practice to habit
Empathy, or “the ability to listen and feel for the person we are caring for”, as Adj Prof Lau put it, is now an intentional part of medical education, with students learning specific techniques to convey it. Verbal affirmations and body language – responding with “I hear you; this must be difficult for you” or leaning forward, for example – are taught to help students be more empathetic, even if it feels mechanical at first.
“Some may say it is too artificial, but it is still important to teach it in a methodical way,” Adj Prof Lau said. “Even if you’re not naturally empathetic, these techniques can help you be perceived as more empathetic. Hopefully, with practice, it becomes a habit and eventually part of you, so you can do it more naturally.”
Empathy is also learnt through observation. “The best way to teach a student to be empathetic is by showing it consistently in the workplace,” he said. “If students see doctors, nurses and other healthcare staff practising it, they’re more likely to follow suit. But if they only learn from those who are less empathetic, they might ditch what they’ve learnt.”
Balancing tech with the human touch
Even as newer technologies are revolutionising healthcare, Adj Prof Lau reminds students that nothing can replace the human connection.
Telemedicine, for example, lacks the depth of face-to-face interactions and misses non-verbal cues, which are key to building rapport. “For something to be memorable and impactful, we have to trigger emotions, and that requires body language – beyond just words,” he said. “There is always something missing in two-dimensional, remote communication.”
Patients are also more willing to adhere to treatment plans or share their concerns when they feel a sense of connection with their doctor. “Without deep rapport, it’s sometimes hard to interact at a deeper level, and trigger the kind of emotion and desire to do better things for their health,” he said.
Telemedicine also has limitations, such as the inability to conduct physical exams or notice subtle physical changes – say, in a patient’s gait or skin texture – that aid in diagnosis and care plans.
“Patients still value touch – a comforting hand or pat on the shoulder – even in an era where technology is superseding many things,” he added.
Advice for the next generation
Adj Prof Lau believes education is most effective when it is personalised to each student’s needs. His approach ensures students gain both theoretical knowledge and practical skills, with regular feedback to improve learning outcomes.
He encourages a “comb-shaped” approach to education, where students develop deep knowledge in multiple areas as their careers progress – something that he practises in his own professional life, given his firm belief that teachers should also be lifelong learners.
“I often encourage people to live in cycles of eight years. For example, take up a master’s or a part-time course, learn something new and useful, and integrate it in their current work,” he said.
With Singapore at a healthcare crossroads, Adj Prof Lau believes that the next generation of healthcare professionals must step up with agency, which he defines as the courage and the skills to make a difference.
While education and training provide the tools, a supportive system is also needed to help students take meaningful action. Ultimately, the drive must come from within. “Deep down, they must have that courage, driven by their own motivation, meaning and purpose, and the relationships they build, to make a difference,” he said.
In consultation with Adj Prof Lau Tang Ching, Senior Consultant, Division of Rheumatology, Department of Medicine, NUH, Group Director, Education Office, NUHS, and Vice-Dean (Education), Yong Loo Lin School of Medicine, NUS.