Melissa Carvajal, DDS, MEd, is a faculty member, Universidad Andres Bello, Chile; Susana López, DDS, MEd, is a faculty member, Universidad Andres Bello, Chile; Pablo Sarabia-Alvarez, DDS, is a faculty member, Universidad San Sebastian, Chile; Johana Fontealba is a psychologist and faculty member, Universidad Diego Portales, Chile; Mariela Padilla, DDS, MEd, is Associate Professor of Clinical Dentistry and Assistant Director of Online Programs, Herman Ostrow School of Dentistry, University of Southern California; Joyce Sumi, RDH, BS, MS, is Associate Professor of Clinical Dentistry and Director of Community Oral Health Certificate, Herman Ostrow School of Dentistry, University of Southern California; and Víctor P. Díaz-Narváez, PhD, is Research Coordinator, Facultad de Odontologia, Universidad Andres Bello, Chile.
J Dent Educ. 2019 Oct;83(10):1134-1141. doi: 10.21815/JDE.019.124. Epub 2019 Jun 24.
A successful health care provider may be described as a clinician capable of establishing a comprehensive diagnosis including identifying related risk factors. However, an equally important quality a clinician should possess is the ability to understand the experiences and feelings of others to allow better communication for better outcomes. It is likely that faculty empathy levels influence students' ability to demonstrate this attribute. The aim of this study was to assess the levels of empathy of dental faculty members relative to dental students at the Universidad San Sebastian in Chile. Using a cross-sectional design of survey-collected data collected with the Jefferson Scale of Empathy, the authors compared the perceptions of the dental faculty involved in teaching fourth- and fifth-year dental students (n=116) to the perceptions of basic and preclinical students (n=346) and clinical students (n=189). The data were collected in 2016-17. The results showed that the mean faculty scores were higher than that of the students in compassionate care (90.1%) and perspective adoption (89.7%); however, for putting oneself in the other's shoes, the faculty had a lower score (57.8%) than the clinical students (58.2%). Future investigations are needed to understand the impact of faculty empathy scores on students and whether pedagogical interventions can increase empathy scores.
一个成功的医疗服务提供者可以被描述为一个能够做出全面诊断的临床医生，包括确定相关的风险因素。然而，临床医生同样重要的素质是理解他人的经历和感受，以便更好地沟通，取得更好的结果。教师的同理心水平可能会影响学生表现出这种特质的能力。本研究的目的是评估智利圣塞巴斯蒂安大学牙科学院教师的同理心水平相对于牙科学的学生。采用横断面设计，收集了与 Jefferson 同理心量表相关的调查数据，作者比较了参与教授四年级和五年级牙科学学生的教师（n=116）与基础和临床前学生（n=346）和临床学生（n=189）的看法。数据收集于 2016-17 年。结果表明，教师的平均分数在同情关怀（90.1%）和观点采择（89.7%）方面高于学生；然而，在换位思考方面，教师的分数（57.8%）低于临床学生（58.2%）。需要进一步的研究来了解教师同理心得分对学生的影响，以及教学干预是否可以提高同理心得分。
