Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany.
Faculty of Health, Chair for the Education of Personal and Interpersonal Competences in Health Care, Witten/Herdecke University, Witten, Germany.
Patient Educ Couns. 2022 Oct;105(10):3103-3109. doi: 10.1016/j.pec.2022.06.017. Epub 2022 Jun 28.
Investigate whether medical students' emotive abilities, attitudes, and cognitive empathic professional abilities predict empathic behavior in an Objective Structured Clinical Examination (OSCE).
Linear and multiple regressions were used to test concurrent validity between Interpersonal Reactivity Index (IRI), Jefferson Scale of Physician Empathy (JSPE-S), Situational Judgement Test (SJT-expert-based score (SJT-ES), SJT-theory-based score (SJT-TS)) and empathic behavior in an OSCE measured by Berlin Global Rating (BGR) and Verona Coding Definitions for Emotion Sequences (VR-CoDES).
Highest amounts of explained variance of empathic behavior measured by VR-CoDES were found for the SJT-ES (R2 = 0.125) and SJT-TS (R2 = 0.131). JSPE-S (R2 = 0.11) and SJT-ES (R2 = 0.10) explained the highest amount of variance in empathic behavior as measured by BGR. Stepwise multiple regression improved the model for BGR by including SJT-ES and JSPE-S, explaining 16.2% of variance.
The instrument measuring the emotive component (IRI) did not significantly predict empathic behavior, whereas instruments measuring moral (JSPE-S) and cognitive components (SJT) significantly predicted empathic behavior. However, the explained variance was small.
The instrument measuring the emotive component (IRI) did not significantly predict empathic behavior, whereas instruments measuring moral (JSPE-S) and cognitive components (SJT) significantly predicted empathic behavior. However, the explained variance was small. In a longitudinal assessment program, triangulation of different instruments assessing empathy offers a rich perspective of learner's empathic abilities. Empathy training should include the acquisition of knowledge, attitudes, and behavior to support learner's empathic behaviors.
调查医学生的情感能力、态度和认知共情专业能力是否能预测客观结构化临床考试（OSCE）中的共情行为。
使用线性和多元回归来检验人际反应指数（IRI）、杰斐逊医师同理心量表（JSPE-S）、情境判断测验（SJT-专家评分（SJT-ES）、SJT-理论评分（SJT-TS））与 OSCE 中通过柏林总体评分（BGR）和维罗纳情绪序列编码定义（VR-CoDES）测量的共情行为之间的同时效度。
在 VR-CoDES 测量的共情行为中，SJT-ES（R2=0.125）和 SJT-TS（R2=0.131）解释了最多的可变性。JSPE-S（R2=0.11）和 SJT-ES（R2=0.10）解释了 BGR 测量的共情行为的最大变化量。逐步多元回归通过纳入 SJT-ES 和 JSPE-S，提高了 BGR 的模型，解释了 16.2%的方差。
测量情感成分的工具（IRI）对共情行为的预测不显著，而测量道德（JSPE-S）和认知成分（SJT）的工具对共情行为的预测显著。然而，解释的方差很小。
测量情感成分的工具（IRI）对共情行为的预测不显著，而测量道德（JSPE-S）和认知成分（SJT）的工具对共情行为的预测显著。然而，解释的方差很小。在纵向评估计划中，不同工具对同理心的三角评估提供了学习者同理心能力的丰富视角。同理心培训应包括知识、态度和行为的获取，以支持学习者的同理心行为。
