Chae Su Jin, Jeong So Mi, Chung Yoon-Sok
Department of Medical Humanities & Social Medicine, Ajou University School of Medicine, Suwon, Korea.
Office of Medical Education, Ajou University School of Medicine, Suwon, Korea.
Korean J Med Educ. 2017 Sep;29(3):165-173. doi: 10.3946/kjme.2017.62. Epub 2017 Aug 29.
This study is aimed at identifying the relationships between medical school students' academic burnout, empathy, and calling, and determining whether their calling has a mediating effect on the relationship between academic burnout and empathy.
A mixed method study was conducted. One hundred twenty-seven medical students completed a survey. Scales measuring academic burnout, medical students' empathy, and calling were utilized. For statistical analysis, correlation analysis, descriptive statistics analysis, and hierarchical multiple regression analyses were conducted. For qualitative approach, eight medical students participated in a focus group interview.
The study found that empathy has a statistically significant, negative correlation with academic burnout, while having a significant, positive correlation with calling. Sense of calling proved to be an effective mediator of the relationship between academic burnout and empathy.
This result demonstrates that calling is a key variable that mediates the relationship between medical students' academic burnout and empathy. As such, this study provides baseline data for an education that could improve medical students' empathy skills.
本研究旨在确定医学院学生的学业倦怠、同理心和使命感之间的关系，并确定他们的使命感是否在学业倦怠与同理心的关系中起中介作用。
进行了一项混合方法研究。127名医学生完成了一项调查。使用了测量学业倦怠、医学生同理心和使命感的量表。进行了相关分析、描述性统计分析和分层多元回归分析以进行统计分析。在定性研究方面，8名医学生参加了焦点小组访谈。
研究发现，同理心与学业倦怠呈显著负相关，而与使命感呈显著正相关。使命感被证明是学业倦怠与同理心之间关系的有效中介。
这一结果表明，使命感是调节医学生学业倦怠与同理心之间关系的关键变量。因此，本研究为改善医学生同理心技能的教育提供了基线数据。
