Chhabra Namrata, Chhabra Sahil, Archer Elize
Department of Medical Biochemistry, SSR Medical College, University of Mauritius, Belle Rive, Phoenix, Mauritius.
Graduate Division, University of California, San Diego, USA.
Med Sci Educ. 2022 Jan 8;32(1):79-89. doi: 10.1007/s40670-021-01487-5. eCollection 2022 Feb.
This study investigated the perspectives of medical students on the factors influencing empathy development during their undergraduate training.
A descriptive phenomenological approach was used to generate illustrations of empathy development and decline that had educational significance and applicability. Individual online semi-structured interviews were conducted to elicit experiential details from twelve final-year medical students. The interview recordings were transcribed verbatim, and data were analysed employing Braun and Clarke's thematic analysis method.
The self-reported empathic behavior of medical students seemed to have improved with time in medical school. Students attributed their empathy development to real patient encounters, positive role-modelling by teachers, and attainment of confidence and personal maturity. They identified exams, academic overload, time constraints, personal stresses, negative role models, unconducive learning environments, and lack of formal empathy training as barriers to empathy development.
Medical institutes should identify and address the barriers to empathy development and encourage the holistic development of medical students. Furthermore, medical educators should model their behavior accurately for their increasing roles and responsibilities and support the students in their empathic expressions with patients.
本研究调查了医学生对本科培训期间影响同理心发展因素的看法。
采用描述性现象学方法，以生成具有教育意义和适用性的同理心发展与衰退示例。通过个体在线半结构化访谈，从十二名医学专业最后一年的学生中获取经验细节。访谈录音逐字转录，数据采用布劳恩和克拉克的主题分析法进行分析。
医学生自我报告的共情行为似乎在医学院学习期间随时间有所改善。学生们将他们的同理心发展归因于真实的患者接触、教师的积极榜样作用，以及自信心和个人成熟度的获得。他们认为考试、学业负担过重、时间限制、个人压力、负面榜样、不利的学习环境以及缺乏正式的同理心培训是同理心发展的障碍。
医学院校应识别并解决同理心发展的障碍，鼓励医学生的全面发展。此外，医学教育工作者应准确地为其日益增加的角色和责任树立榜样，并支持学生对患者表达同理心。
