New York University, New York, NY, USA.
Renaissance School of Medicine at Stony Brook University, Stony Brook, NY, USA.
Acad Psychiatry. 2021 Jun;45(3):350-353. doi: 10.1007/s40596-020-01371-1. Epub 2021 Jan 9.
This study analyzed the impact that structured Reflection Rounds had on self-reported empathy and emotional intelligence scores for third-year medical students.
Third-year students at the Renaissance School of Medicine at Stony Brook University (RSOM) were required to participate in Reflection Rounds during their core clinical clerkships. Over the study period, 285 students participated. Reflection Rounds are facilitated, small-group meetings, where students reflect upon their thoughts, feelings, and emotions about clinical experiences and receive feedback from peers and a trained facilitator. Empathy and emotional intelligence (EI) scores were measured pre- and post-intervention utilizing the Jefferson scale of empathy (JSE) student version and Wong law emotional intelligence scale (WLEIS) (Hojat 2016; Wong and Law Leadersh Q. 13:243-74, 2004).
Participation in the study was voluntary. Pre-intervention surveys were collected from 185 students for the JSE and 173 students for the WLEIS. Post survey responses were collected from 120 students for both scales. Empathy scores increased from 80.4 to 82.6 (p = 0.02) post-intervention. No significant difference in EI scores was demonstrated post-intervention, 5.4 to 5.5 (p = 0.55) CONCLUSION: Students who participated in Reflection Rounds did not demonstrate the erosion of empathy that has been previously documented following the completion of the clerkship year. Improvements in empathy scores were demonstrated. No change in EI was observed post-intervention. It is possible that an intervention such as Reflection Rounds may represent a way of preventing the empathy decline that can be seen in medical students as they progress through their training.
本研究分析了结构化反思轮对三年级医学生自我报告的同理心和情商分数的影响。
石溪大学复兴医学院（RSOM）的三年级学生在核心临床实习期间必须参加反思轮。在研究期间，有 285 名学生参加了。反思轮是一种促进的小组会议，学生在其中反思他们对临床经验的想法、感受和情绪，并从同龄人及经过培训的协调员那里获得反馈。利用杰斐逊同理心量表（JSE）学生版和 Wong 法律情商量表（WLEIS）在干预前后测量同理心和情商（EI）分数（Hojat 2016；Wong and Law Leadersh Q. 13:243-74, 2004）。
参与研究是自愿的。在 JSE 上收集了 185 名学生的预干预调查，在 WLEIS 上收集了 173 名学生的预干预调查。在两个量表上都收集了 120 名学生的后续调查响应。同理心得分从干预前的 80.4 分增加到干预后的 82.6 分（p = 0.02）。干预后 EI 分数没有显著差异，5.4 到 5.5（p = 0.55）。
参加反思轮的学生没有表现出以前在完成实习年度后记录到的同理心侵蚀。同理心分数有所提高。干预后 EI 没有观察到变化。反思轮等干预措施可能是防止医学生在培训过程中出现同理心下降的一种方法。
