Díaz-Narváez Víctor P, Huberman-Casas Joyce, Nakouzi-Momares Jorge Andrés, Alarcón-Ureta Chris, Jaramillo-Cavieres Patricio Alberto, Espinoza-Retamal Maricarmen, Klahn-Acuña Blanca Patricia, Epuyao-González Leonardo, Leiton Carvajal Gabriela, Padilla Mariela, Vilca Lindsay W, Reyes-Reyes Alejandro, Reyes-Reyes Fernando
Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile.
Department of Education, School of Dentistry, University of Southern California, Los Angeles, CA 90007, USA.
Behav Sci (Basel). 2024 Sep 14;14(9):817. doi: 10.3390/bs14090817.
Empathy is an attribute that plays an essential role in the dentist-patient therapeutic relationship, clinical care, and treatment adherence, along with providing other benefits. The main objective of this research was to establish the validity, reliability, and invariance of the Jefferson Scale of Empathy and then characterize the empathy levels of students and teachers at a dental school.
An observational and cross-sectional study analyzed a sample of undergraduate students and professors from the Universidad Andrés Bello Faculty of Dentistry (Chile) (n = 1727 and n = 267, respectively). The Empathy Scale for Health Professionals (HP) and the same scale for students (HPS) were applied.
The Jefferson Empathy Scale presents adequate psychometric properties. The empathy measure has adequate reliability and construct validity, confirming a fit of the three-factor empathy model to the data. The measurement is invariant within the university campus, the sex of the student, and between teacher and student. Teachers present greater empathy than students except in the Perspective Adoption dimension.
The Jefferson Empathy Scale is reliable, valid, and invariant among Chilean dental students and professors. Students do not differ from their professors in the cognitive component of empathy, but they present a lower score in the affective component and global empathy. It is inferred that students can develop the affective component of empathy in their interactions with their professors, increasing their overall empathy. Understanding and fostering empathy in dental students and professors can significantly improve patient care and treatment adherence and increase patient and dentist satisfaction.
同理心是一种在医患治疗关系、临床护理和治疗依从性中发挥重要作用的特质，还有其他益处。本研究的主要目的是确定杰斐逊同理心量表的有效性、可靠性和不变性，然后描述一所牙科学院学生和教师的同理心水平。
一项观察性横断面研究分析了来自智利安德烈斯·贝洛大学牙科学院的本科生和教授样本（分别为n = 1727和n = 267）。应用了卫生专业人员同理心量表（HP）和学生同理心量表（HPS）。
杰斐逊同理心量表具有良好的心理测量学特性。同理心测量具有足够的可靠性和结构效度，证实了三因素同理心模型与数据的拟合度。该测量在大学校园内、学生性别以及教师和学生之间是不变的。除了观点采择维度外，教师的同理心高于学生。
杰斐逊同理心量表在智利牙科学生和教授中是可靠、有效且不变的。学生在同理心的认知成分上与教授没有差异，但在情感成分和整体同理心方面得分较低。据推断，学生可以在与教授的互动中培养同理心的情感成分，提高他们的整体同理心。理解和培养牙科学生和教授的同理心可以显著改善患者护理和治疗依从性，并提高患者和牙医的满意度。
