Hornblow A R, Kidson M A, Ironside W
Department of Community Health, Christchurch School of Medicine, University of Otago.
Med Educ. 1988 Jan;22(1):15-8. doi: 10.1111/j.1365-2923.1988.tb00403.x.
Perceptions by medical students of patients' affective states were investigated, and the effect of the students' own emotions on such perceptions. One hundred and one fourth-year medical students rated the levels of anxiety and depression of three women patients presented on videotape, rated their own levels of anxiety and depression and completed a questionnaire on aspects of the rating process. Students had widely different and often inappropriate perceptions of patients' levels of anxiety and depression. Students who consistently overrated anxiety or depression in patients, compared to those who consistently underrated, were themselves significantly more anxious or depressed. These data suggest a need in medical education for systematic teaching of empathic skills and for recognition of potential bias in clinical decision-making arising from the clinician's own emotional state.
研究了医学生对患者情感状态的认知，以及学生自身情绪对这种认知的影响。101名四年级医学生对录像中呈现的三名女性患者的焦虑和抑郁水平进行评分，对自己的焦虑和抑郁水平进行评分，并完成一份关于评分过程各方面的问卷。学生们对患者焦虑和抑郁水平的认知差异很大，而且往往不准确。与那些一贯低估的学生相比，那些一贯高估患者焦虑或抑郁的学生自身明显更焦虑或抑郁。这些数据表明，医学教育需要系统地教授共情技能，并认识到临床医生自身情绪状态可能导致临床决策中出现的潜在偏差。
