医学教育临床阶段同理心会下降吗？对莱斯特医学院学生的一项研究。
Does empathy decline in the clinical phase of medical education? A study of students at Leicester medical school.
作者信息
Keshtkar Leila, Ward Andy, Winter Rachel, Leung Char, Howick Jeremy
机构信息
Stoneygate Centre for Empathic Healthcare, Leicester Medical School, University of Leicester, George Davies Centre, Lancaster Rd, Leicester LE1 7HA, UK.
Leicester Medical School, University of Leicester, George Davies Centre, Department of Population Health Sciences, Lancaster Rd, Leicester LE1 7HA, UK.
出版信息
PEC Innov. 2024 Jul 2;5:100316. doi: 10.1016/j.pecinn.2024.100316. eCollection 2024 Dec 15.
OBJECTIVE
To examine whether medical student empathy changes throughout the five years of a UK medical school.
METHODS
Students completed an online version of the Jefferson Scale of Empathy (JSE-S) during the 2022-2023 academic year. Comparisons of empathy scores were made using analysis of variance (ANOVA), and independent -tests.
RESULTS
Empathy scores varied across different years of medical school ( ≤ 0.001), with a small drop in empathy between the pre-clinical and clinical phases of medical school (Mean difference = 1.82, = 0.025). Male students scored lower than female students and there was no statistically significant difference between the mean empathy score and speciality interest.
CONCLUSIONS
Students' empathy appeared declined slightly as they progressed through medical school. As a crucial component of good clinical care, interventions in medical education to enhance empathy should be prioritised.
INNOVATION
This is the first time following the COVID-19 pandemic that medical student empathy was measured across all five years of a medical school. Unlike many previous related studies, we identified the point at which empathy appears to decline, providing guidance for educators who can target empathy enhancing interventions where they are most needed.
目的
研究英国一所医学院校的医学生在五年学习期间共情能力是否发生变化。
方法
学生们在2022 - 2023学年完成了在线版的杰斐逊共情量表（JSE - S）。使用方差分析（ANOVA）和独立样本t检验对共情得分进行比较。
结果
医学院不同年份的共情得分存在差异（P≤0.001），在医学院的临床前阶段和临床阶段之间共情能力略有下降（平均差异 = 1.82，P = 0.025）。男生得分低于女生，平均共情得分与专业兴趣之间无统计学显著差异。
结论
随着医学生在医学院的学习进程推进，他们的共情能力似乎略有下降。作为优质临床护理的关键组成部分，应优先考虑在医学教育中采取干预措施以增强共情能力。
创新点
这是自新冠疫情以来首次对一所医学院校的全体五年制医学生的共情能力进行测量。与以往许多相关研究不同，我们确定了共情能力开始下降的时间点，为教育工作者提供了指导，使他们能够在最需要的地方针对性地开展增强共情能力的干预措施。
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