Grebenisan Lorena Mihaela, Sima-Comaniciu Andreea, Lukacs Emese Erika, Nireștean Aurel, Strete Gabriela Elena, Marchean Horia, Abalasei Bianca Larisa, Cotruș Andrei, Boacă Alex-Claudiu, Marinescu Ileana, Mihai Adriana
Department of Psychiatry, George Emil Palade University of Medicine, Pharmacy, Sciences, and Technology of Targu Mures, 540139 Targu Mures, Romania.
Mures County Hospital, Psychiatry Clinic No 2, 540136 Targu Mures, Romania.
Behav Sci (Basel). 2025 May 16;15(5):683. doi: 10.3390/bs15050683.
The medical profession requires continuous knowledge acquisition, effective communication skills, an appropriate level of empathy, and a personality profile that can support high-quality patient care. (1) The purpose of this study was to research whether there are associations or correlations between personality dimensions, empathy, and the attitudes of medical students regarding the learning of communication skills. (2) We conducted a pilot study with 267 first- and sixth-year medical students from the George Emil Palade University of Medicine, Pharmacy, Sciences, and Technology of Targu Mures as the subjects. The students were evaluated using the DECAS personality inventory, the Romanian communication skills ability scale, and Toronto empathy scale. (3) Our results showed that regarding the level of empathy ( = 0.09) and positive attitudes related to communication skills ( = 0.52), there were no statistically significant differences between first- and sixth-year medical students. On the other hand, in the case of negative attitudes, it was observed that there was a statistical significance ( = 0.0003). It was also observed that there was a positive association between agreeableness and empathy (OR = 6.12, < 0.0001) and a negative association between emotional stability and empathy (OR = 0.45, = 0.01). Correlations were also found between positive attitudes related to communication skills with patients and the personality dimensions of conscientiousness (r = 0.21, = 0.0004) and agreeableness (r = 0.15, = 0.01), as well as between negative attitudes related to communication skills with patients and the agreeableness dimension (r = -0.23, = 0.0001) and emotional stability dimension (r = -0.13, = 0.02). Furthermore, the two proposed models confirmed the influence that personality and empathy have on attitudes towards learning communication skills. (4) The findings of this study show that both the personality structure and the empathy of a student are linked to their attitudes about communication.
医学专业需要持续获取知识、具备有效的沟通技巧、有适当程度的同理心，以及能支持高质量患者护理的性格特征。（1）本研究的目的是探究人格维度、同理心与医学生对沟通技巧学习的态度之间是否存在关联或相关性。（2）我们以特尔古穆列什的乔治·埃米尔·帕拉德医科大学、药学院、科学与技术大学的267名一年级和六年级医学生为对象进行了一项试点研究。使用DECAS人格量表、罗马尼亚沟通技巧能力量表和多伦多同理心量表对学生进行评估。（3）我们的结果表明，在同理心水平（=0.09）和与沟通技巧相关的积极态度方面（=0.52），一年级和六年级医学生之间没有统计学上的显著差异。另一方面，在消极态度方面，观察到存在统计学意义（=0.0003）。还观察到宜人性与同理心之间存在正相关（OR = 6.12，<0.0001），情绪稳定性与同理心之间存在负相关（OR = 0.45，= 0.01）。与患者沟通技巧相关的积极态度与尽责性（r = 0.21，= 0.0004）和宜人性（r = 0.15，= 0.01）的人格维度之间也发现了相关性，以及与患者沟通技巧相关的消极态度与宜人性维度（r = -0.23，= 0.0001）和情绪稳定性维度（r = -0.13，= 0.02）之间也发现了相关性。此外，所提出的两个模型证实了人格和同理心对学习沟通技巧态度的影响。（4）本研究结果表明，学生的人格结构和同理心都与他们对沟通的态度有关。
