Empathy & Compassion

Recognising and responding appropriately to others’ feelings, concerns, or distress, showing understanding and emotional support.

Empathy is the ability to understand and respond to what someone else is feeling. In clinical settings, this means showing concern for patients, colleagues, and peers without overstepping professional boundaries. It doesn’t always require emotional involvement - it’s about noticing distress, listening, and reacting appropriately.

Compassionate behaviour builds trust, improves team relationships, and can directly influence patient outcomes. You’re expected to act with empathy not only in obvious emotional situations but also in day-to-day interactions - such as helping a struggling peer or noticing when a patient is uncomfortable.

The GMC’s Good Medical Practice outlines the expectation that medical students and professionals treat others with dignity, respect, and kindness. You have 26 minutes for 69 questions, although SJT is not as time pressured as other sections.

Question Types in the SJT

Appropriateness Questions

You’re asked:

How appropriate is it for [Name] to do this?

Answer using this scale:

A very appropriate thing to do / Appropriate but not ideal / Inappropriate but not awful / A very inappropriate thing to do.

Importance Questions

You’re asked:

How important is the following factor when deciding what to do?

Answer using this scale:

Very Important / Important / Of Minor Importance / Not Important At All

Most / Least Appropriate Questions

You’ll be given three actions. Choose:

One most appropriate action
One least appropriate action
The third is a null option - it is neither the best choice nor the worst.

Worked Examples

Scenario 1: Appropriateness Question

Ahmed is a second-year medical student observing a GP consultation. The patient becomes tearful while describing her diagnosis. The GP listens respectfully but doesn’t stop to offer comfort. Ahmed feels unsure whether he should say or do anything.

How appropriate is it for Ahmed to do the following?

Difficulty: Medium

Ask the GP after the consultation whether a follow-up for emotional support might be helpful.

Answer:

A very appropriate thing to do

Worked Solution:

This shows initiative and empathy while respecting professional boundaries.

Interrupt the consultation to comfort the patient.

Answer:

A very inappropriate thing to do.

Worked Solution:

Disrupting a consultation undermines patient care and is not appropriate for a student observer.

Say nothing and assume the GP will handle it.

Answer:

Inappropriate but not awful.

Worked Solution:

While the GP may manage it, students should still be reflective and speak up if something seems to be missing.

Reflect on the incident in his logbook and raise it in small-group teaching.

Answer:

Appropriate but not ideal.

Worked Solution:

This shows learning and awareness but does not help the current patient directly.

Scenario 2: Importance Question

Nina’s lab partner, James, has seemed withdrawn lately. During a practical session, he snaps at her abruptly. Nina is surprised but suspects something is wrong.

How important are the following factors when deciding how to respond?

Difficulty: Medium

James’s wellbeing might be affecting his behaviour.

Answer:

Very Important.

Worked Solution:

Compassion requires recognising that someone’s behaviour may be linked to distress or external stressors.

She doesn’t want to get involved in someone else’s personal life.

Answer:

Minor Importance.

Worked Solution:

It’s natural to feel hesitant, but empathy often means offering low-key support regardless of closeness.

They’re not close friends.

Answer:

Not Important At All.

Worked Solution:

You don’t need to be close to act supportively and professionally.

Supporting him could help the group work better.

Answer:

Important.

Worked Solution:

Helping a peer may improve team dynamics and reduce further tension.

He might appreciate someone asking if he’s okay.

Answer:

Important.

Worked Solution:

A small check-in can make someone feel seen and supported.

Scenario 3: Most/Least Appropriate Question

Priya is on placement in a paediatric ward. She walks into the staffroom before her shift and sees another student crying quietly. They aren’t particularly close, and the shift is about to begin.

Choose the one most appropriate and one least appropriate action. One option is null - it is neither the best nor the worst.

Difficulty: Medium

Quietly ask if they’re okay and offer to talk later.

Answer:

Most appropriate.

Worked Solution:

A gentle and private offer of support is empathetic without putting the other person on the spot.

Leave them alone and say nothing.

Answer:

Least appropriate.

Worked Solution:

Ignoring a visibly upset peer shows a lack of basic compassion and awareness.

Tell a member of staff that the student seems upset.

Answer:

Null option.

Worked Solution:

May be helpful if you’re concerned, but doesn’t directly offer the student a chance to talk first.

Tips and Tricks

Balance empathy with boundaries: It’s not about solving the problem - it’s about showing you care and knowing when to escalate.
Start with small actions: A simple “Are you okay?” or offering time to talk can be the most appropriate.
Don’t ignore distress: Even if you’re unsure what’s wrong, it’s better to acknowledge it than do nothing.
Empathy isn’t unprofessional: It enhances professionalism when done appropriately - even a student can check in on a peer.
Practice: Spotting what’s missing in a situation takes repetition. Use practice questions and apply real-world experiences to develop your intuition.
Refer to the GMC’s Good Medical Practice: It outlines what’s expected in terms of treating others with kindness, dignity, and respect.