Rosenzweig Julien, Blaizot Alessandra, Cougot Nancie, Pegon-Machat Estelle, Hamel Olivier, Apelian Nareg, Bedos Christophe, Munoz-Sastre Maria-Teresa, Vergnes Jean-Noel
Dr. Rosenzweig was an MSc student, Department of Epidemiology and Public Health and Research Platform of Toulouse Dental Faculty, Paul Sabatier University, France at the time of this study; Dr. Blaizot is a PhD student and teaching assistant, Department of Public Health, Lille Dental Faculty, Lille 2 University, France; Dr. Cougot is Assistant Lecturer, Department of Restorative and Endodontic Dentistry, Paris Diderot Dental Faculty, Paris, France; Dr. Pegon-Machat is University Lecturer and Hospital Practitioner, Department of Epidemiology and Public Health, Dental Faculty, Université d'Auvergne, Clermont-Ferrand, France; Dr. Hamel is University Lecturer and Hospital Practitioner, Department of Epidemiology and Public Health, Dental Faculty, Paul Sabatier University, Toulouse, France and Laboratory of Medical Ethics, EA 4569, Faculty of Medicine, Paris Descartes University; Dr. Apelian is Assistant Professor and MSc student, Division of Oral Health and Society, Faculty of Dentistry, McGill University, Montréal, Québec, Canada; Dr. Bedos is Associate Professor, Division of Oral Health and Society, Faculty of Dentistry, McGill University, Montréal, Québec, Canada, and Adjunct Professor, École de Sante Publique, Université de Montréal, Montréal, Québec, Canada; Dr. Munoz-Sastre is University Professor, CERPPS Laboratory, Toulouse 2 University (Jean Jaures), France; and Dr. Vergnes is University Lecturer and Hospital Practitioner, Department of Epidemiology and Public Health and Research Platform of Toulouse Dental Faculty, Paul Sabatier University, Toulouse, France, and Adjunct Professor, Division of Oral Health and Society, Faculty of Dentistry, McGill University, Montréal, Québec, Canada.
J Dent Educ. 2016 Nov;80(11):1337-1348.
Person-centered or patient-centered care (PCC) focuses on the individual's needs and concerns. Although PCC is widely acknowledged as a core value of modern medicine, there has been a lack of research on how dental curricula could engage future dentists in PCC approaches. The aim of this study was to assess the impact of a PCC course on empathy in dental students. A controlled study was conducted with fourth-year dental students in four dental faculties in France in 2014-15. The test group (n=63) received 20 hours of PCC training including arts-based approaches, narrative dentistry activities, and workshops on communication based on the Calgary-Cambridge guide. There was no change in the curriculum of the control group (n=217). Pretest and posttest measures with the Toronto Empathy Questionnaire (TEQ) and Jefferson Scale of Physician Empathy (JSPE) were compared for the two groups. The comparisons showed no significant differences on the TEQ or JSPE (p=0.25 and p=0.08, respectively). However, there was a higher proportion of students with more than an eight-point decrease in TEQ values in the control group (p=0.02). The stabilization of empathic ability in the test group may have counteracted the tendency for natural erosion of empathy among students during their clinical activities. These results suggest that PCC training constitutes a promising approach to developing dental students' empathic ability, but there is a need to assess the effects of such training over longer periods.
以人或患者为中心的护理（PCC）关注个体的需求和关切。尽管PCC被广泛认为是现代医学的核心价值，但对于牙科课程如何让未来的牙医采用PCC方法，却缺乏相关研究。本研究的目的是评估一门PCC课程对牙科学生同理心的影响。2014 - 15年，在法国的四个牙科学院对四年级牙科学生进行了一项对照研究。试验组（n = 63）接受了20小时的PCC培训，包括基于艺术的方法、叙事牙科活动以及基于卡尔加里 - 剑桥指南的沟通工作坊。对照组（n = 217）的课程没有变化。对两组学生使用多伦多同理心问卷（TEQ）和杰斐逊医生同理心量表（JSPE）进行了前测和后测，并对结果进行了比较。比较结果显示，在TEQ或JSPE上没有显著差异（分别为p = 0.25和p = 0.08）。然而，对照组中TEQ值下降超过8分的学生比例更高（p = 0.02）。试验组同理心能力的稳定可能抵消了学生在临床活动中同理心自然下降的趋势。这些结果表明，PCC培训是培养牙科学生同理心能力的一种有前景的方法，但需要评估这种培训在更长时期内的效果。
