Department of Medicine, Hadassah Medical Center, Mount Scopus, POB 24035, 91240, Jerusalem, Israel.
Department of Psychology, Hebrew University of Jerusalem, Mount Scopus, 91905, Jerusalem, Israel.
BMC Med Educ. 2020 Nov 10;20(1):413. doi: 10.1186/s12909-020-02333-9.
Previous studies have suggested that Medical students' empathy declines during medical school, especially during the clinical studies. The aim of this study was to examine. Changes in medical students' empathy during their first clinical experience, and to determine the impact of gender and humanities curriculum on empathy changes.
In this prospective longitudinal study, 262 4th year students from three consecutive classes were assessed. Empathy was assessed before and at 4th-year-end, using the Jefferson Scale of Physician Empathy-Student Version (JSPE-S). The three classes differed in humanities curriculum [limited Medical Humanities (MH) vs. extended Medical Humanities (MH)], and in admission system [Personal Interview (PI) vs. multiple mini interviews (MMI)].
Overall, there was a small but significant decrease in JSPE-S during the fourth year (114.40 ± 11.32 vs. 112.75 ± 14.19, p = 0.034). Among men there was a statistically significant decline in JSPE-S during the fourth year, and the MH (but not the MH) was associated with the decline (t = 2.38, p = 0.023). Women students showed no decline in empathy during the fourth-year of studies, regardless of type of humanities program. In addition, women who participated in MH had a higher JSPE-S scores during the 4th -year as compared to women who participated in MH.
Pre-clinical humanities program was associated with a decline in empathy among men medical students during the fourth-year of medical studies. Gender differences in response to medical humanities programs require further study.
先前的研究表明，医学生的同理心在医学院期间下降，尤其是在临床学习期间。本研究旨在探讨医学生在首次临床体验期间同理心的变化，并确定性别和人文学科课程对同理心变化的影响。
在这项前瞻性纵向研究中，对三个连续班级的 262 名四年级学生进行了评估。使用医生同理心-学生版杰斐逊量表（JSPE-S）在入学前和四年级末评估同理心。三个班级在人文学科课程[有限的医学人文学科（MH）与扩展的医学人文学科（MH）]和招生系统[个人面试（PI）与多个迷你面试（MMI）]方面存在差异。
总体而言，JSPE-S 在第四年期间略有但显著下降（114.40±11.32 与 112.75±14.19，p=0.034）。在男性中，JSPE-S 在第四年期间呈统计学显著下降，而 MH（而不是 MH）与人文学科课程的下降有关（t=2.38，p=0.023）。无论人文学科课程的类型如何，女性学生在第四年的学习期间同理心均未下降。此外，与参加 MH 的女性相比，参加 MH 的女性在第四年的 JSPE-S 得分更高。
临床前人文学科课程与人文学科课程的下降有关男性医学生在医学学习的第四年期间的同理心。需要进一步研究性别差异对医学人文学科课程的反应。
