Díez Nieves, Rodríguez-Díez María Cristina, Arbea Leire, Pereira José, Rodríguez Fermín, Trelles Marcos, Gea Alfredo, García Del Barrio Loreto
Medical Education Unit, School of Medicine, University of Navarra, Pamplona, Spain.
New affiliation, Department of Health Science, Medicine, Public University of Navarre, Pamplona, Spain.
PLoS One. 2025 Sep 15;20(9):e0332343. doi: 10.1371/journal.pone.0332343. eCollection 2025.
Empathy is a fundamental tool in clinical practice, but despite its importance and benefits, it is often underrepresented in medical curricula. This study explored the evolution of medical students' empathy longitudinally across six years of undergraduate training following the introduction of a curriculum with 4-hour workshops during each of the six clinical rotations from Years 4 to 6, complemented by self-reflections after each rotation.
Students of the 2016 class (graduated 2022) completed the Jefferson Scale of Empathy-Students (JSE-S) and the Interpersonal Reactivity Index (IRI) at the beginning of Year 1 (T0) of studies, beginning Year 3 (T1), end Year 3 (T2) and end Year 6 (T3). The NEO Five-Factor Personality Inventory was completed at T0. Empathy scores across timepoints were analyzed using repeated measured analyses of variance (ANOVA).
36.1% and 32.5% of 169 eligible students completed the JSE-S and IRI scores respectively at all four timepoints. The JSE-S total mean score increased significantly across the six years of medical course (p < 0.001), as did the IRI total mean score (p < 0.001). In addition, the mean JSE-S total score increased significantly between T3 vs T0 (p < 0.001), T3 vs T2 (p < 0.001 and T2 vs T1 (p = 0.028); and the mean IRI total increased significantly between T3 vs T0 (p < 0.001) and T3 vs T2 (p < 0.001).
Medical students who experienced a new professionalism program increased their empathy as measured by the JSE-S and IRI instruments across the six years of curriculum.
同理心是临床实践中的一项基本工具，但尽管其重要性和益处显著，它在医学课程中却常常未得到充分体现。本研究纵向探讨了医学生在本科六年培训期间同理心的演变情况。该培训引入了一项课程，在四年级至六年级的六个临床轮转阶段，每个阶段都有4小时的工作坊，并在每次轮转后进行自我反思。
2016级学生（2022年毕业）在学习的第1年年初（T0）、第3年年初（T1）、第3年年末（T2）和第6年年末（T3）完成了杰斐逊医学生同理心量表（JSE-S）和人际反应指数（IRI）。在T0时完成了大五人格量表。使用重复测量方差分析（ANOVA）对各时间点的同理心得分进行分析。
169名符合条件的学生中，分别有36.1%和32.5%在所有四个时间点完成了JSE-S和IRI得分。在医学课程的六年中，JSE-S的总平均分显著提高（p < 0.001），IRI的总平均分也是如此（p < 0.001）。此外，JSE-S的总平均分在T3与T0之间（p < 0.001）、T3与T2之间（p < 0.001）以及T2与T1之间（p = 0.028）显著提高；IRI的总平均分在T3与T0之间（p < 0.001）和T3与T2之间（p < 0.001）显著提高。
经历了新的职业素养计划的医学生，在六年课程中，通过JSE-S和IRI工具测量，其同理心有所提高。
