Faculty of Medicine, University of Porto, Portugal.
Instituto de Inovação e Investigação em Saúde I3S, Porto, Portugal.
Am J Pharm Educ. 2019 Jun;83(5):6706. doi: 10.5688/ajpe6706.
To investigate empathy, burnout, and attachment style, and explore the relationships between these variables and academic satisfaction in a group of pharmacy students. Students enrolled in the first two years (n=200) and last two years (n=210) of a five-year master's degree program in pharmaceutical sciences were invited to participate. The data collected included sociodemographic characteristics; responses on the Portuguese version of the Interpersonal Reactivity Index (IRI) to assess empathy levels; responses on the Maslach Burnout Inventory (MBI) to measure emotional exhaustion, depersonalization, and personal accomplishment; responses on the Adult Attachment Scale (AAS) to evaluate students' attachment style; and responses on an original academic satisfaction scale. Although students in both groups had similar levels of empathy, female students had significantly higher scores in the IRI subscales and in emotional exhaustion. Students in the last two years of the program had significantly higher depersonalization scores. The majority of students reported that they were satisfied with the quality of their academic experience, however, the satisfaction scores of students enrolled in their first two years were significantly higher. Attachment styles explained 14% of all students' depersonalization and academic satisfaction scores (11%). Burnout explained 39% of all students' academic dissatisfaction. Although a majority of pharmacy students were satisfied with their academic life, burnout negatively influenced the academic satisfaction of some students completing the final years of their education. The type of interpersonal relationship students have influences their ability to understand patients and the quality of their learning experience. A large percentage of students indicated they had a significant level of burnout, which underscores the need to provide preventive and restorative interventions for these students.
为了调查同理心、倦怠和依恋风格，并探索这些变量与一组药学专业学生的学业满意度之间的关系。邀请了参加为期五年药学硕士课程的前两年（n=200）和后两年（n=210）的学生参与。收集的数据包括社会人口特征；葡萄牙版人际反应指数（IRI）的回答，以评估同理心水平；马斯拉赫倦怠量表（MBI）的回答，以衡量情绪疲惫、去人性化和个人成就感；成人依恋量表（AAS）的回答，以评估学生的依恋风格；以及原创学术满意度量表的回答。
尽管两个组的学生同理心水平相似，但女性学生在 IRI 子量表和情绪疲惫方面的得分明显更高。最后两年的学生在去人性化方面的得分明显更高。大多数学生表示对他们的学术体验质量感到满意，但前两年的学生的满意度得分明显更高。依恋风格解释了所有学生的 14%的去人性化和学术满意度得分（11%）。倦怠解释了所有学生的 39%的学业不满。
尽管大多数药学专业的学生对他们的学术生活感到满意，但倦怠会对一些完成学业最后几年的学生的学术满意度产生负面影响。学生之间的人际关系类型影响他们理解患者的能力和学习体验的质量。很大一部分学生表示他们有很大程度的倦怠，这凸显了需要为这些学生提供预防和恢复干预措施的必要性。
