Ahmadian Yazdi Nahid, Soltani Arabshahi Kamran, Bigdeli Shoaleh, Ghaffarifar Saeideh
Department of Medical Education, Faculty of Medicine, Iran University of Medical Sciences, Tehran, Iran.
Center for Educational Research in Medical Sciences (CERMS), Iran University of Medical Sciences, Tehran, Iran.
Med J Islam Repub Iran. 2019 Oct 1;33:104. doi: 10.34171/mjiri.33.104. eCollection 2019.
Empathy is a key clinical skill in the medical profession, and many studies have reported a decline in it among medical students during their years of education; especially, in the clinical stage, and this affective decline persists in the physician-hood. This study aimed to explore the participants' perceptions about challenges for promoting clinical empathy in training stages. A qualitative design using content analysis was applied. Semi-structured interviews were applied to obtain data. Individual interviews were conducted with 14 interns and six clinical professors. The data were analyzed through conventional content analysis and the credibility, trustworthiness, and conformability of the data were confirmed. Data analysis led to the extraction of two main categories, including overt and covert challenges, and also four categories and nine sub-categories. Resolving clinical empathy challenges in medical students requires financial and human resources, and training on the principles of effective doctor-patient interactions. Furthermore, professionalism should be strengthened in professors, and both official and hidden curricula should be revised accordingly.
同理心是医学专业一项关键的临床技能，许多研究报告称，医学生在其多年的学习过程中，尤其是在临床阶段，同理心有所下降，而且这种情感方面的下降在成为医生后依然存在。本研究旨在探讨参与者对在培训阶段促进临床同理心所面临挑战的看法。采用了运用内容分析的定性设计。通过半结构化访谈来获取数据。对14名实习生和6名临床教授进行了个人访谈。通过常规内容分析对数据进行了分析，并确认了数据的可信度、可靠性和一致性。数据分析得出了两个主要类别，包括显性挑战和隐性挑战，还有四个类别和九个子类别。解决医学生的临床同理心挑战需要财力和人力资源，以及关于有效的医患互动原则的培训。此外，应加强教授的职业素养，官方课程和隐性课程都应相应修订。
