Kötter Thomas, Kiehn Leevke, Obst Katrin Ulrike, Voltmer Edgar
Institute of Family Medicine, University Medical Centre Schleswig-Holstein, Lübeck, Germany.
Institute of Social Medicine and Epidemiology, University Medical Centre Schleswig-Holstein, Lübeck, Germany.
J Med Educ Curric Dev. 2021 Jul 13;8:23821205211030176. doi: 10.1177/23821205211030176. eCollection 2021 Jan-Dec.
In this longitudinal study, we investigated the development of empathy during medical education and assessed potential predictors of empathy at different time points in the course of medical studies.
In our longitudinal study, starting in 2011, we surveyed medical students at Lübeck Medical School, Germany at the beginning of their course of study and after 2, 4, and 6 years (0-3) using standard instruments for empathy (Jefferson Scale of Empathy, Student Version, JSE-S), anxiety and depression (Hospital Anxiety and Depression Scale, HADS), stress (Perceived Medical School Stress scale), and behavior and experience patterns (Arbeitsbezogene Verhaltens- und Erlebensmuster [Work-related Behavior and Experience Patterns]).
A total of 43 students completed all surveys. The cross-sectional samples for the different survey time points comprised between n = 220 and 658 students. We observed a slight, but statistically significant, increase of empathy scores from 0 to 3 ((43) = -3.09, < .01). Across all analyses, a preference for a people-oriented specialty was associated with a higher JSE-S sum score, as well as being female, whereas we saw a negative association between HADS depression and JSE-S scores.
In our study, empathy scores were shown to be relatively stable during medical education with a tendency to increase. In line with previous research, individuals preferring a people-oriented specialty and women showed higher empathy scores.
在这项纵向研究中，我们调查了医学教育过程中同理心的发展情况，并评估了医学学习过程中不同时间点同理心的潜在预测因素。
在我们的纵向研究中，从2011年开始，我们使用同理心标准工具（杰斐逊同理心量表学生版，JSE-S）、焦虑和抑郁（医院焦虑抑郁量表，HADS）、压力（感知医学院校压力量表）以及行为和经验模式（工作相关行为和经验模式），对德国吕贝克医学院的医学生在课程开始时以及2年、4年和6年后（0至3年）进行了调查。
共有43名学生完成了所有调查。不同调查时间点的横断面样本包括220至658名学生。我们观察到同理心得分从0到3有轻微但具有统计学意义的增加（(43)= -3.09，<.01）。在所有分析中，对以人为主的专业的偏好与较高的JSE-S总分相关，女性也是如此，而我们发现HADS抑郁与JSE-S得分之间存在负相关。
在我们的研究中，同理心得分在医学教育期间显示出相对稳定且有增加的趋势。与先前的研究一致，倾向于以人为主专业的个体和女性表现出更高的同理心得分。
