PDF(Pubmed)
Abstract：
Background Empathy is essential for effective doctor-patient communication. It enables doctors to understand patients\' emotions and concerns, facilitating personalized care and support. Empathy can be cultivated through various methods and training programs. Objective The study aims to assess the effectiveness of a multimodal intervention involving interactive lectures, peer role-play, and guided reflection in enhancing empathy levels among second-year medical undergraduate students in India. Methods This study utilized a questionnaire-based, pre- and post-test interventional design. Seventy-nine second-year medical students were included after obtaining their informed consent. The students received the intervention through an interactive lecture on communication skills, role-play on selected case studies, and guided reflection. The empathy levels were assessed using the Toronto Empathy Questionnaire (TEQ) before and after the intervention. The Mann-Whitney U test was utilized to compare pre-test and post-test TEQ scores. A univariate analysis of variance was conducted to explore the relationship between demographic variables and post-test TEQ scores. Statistical significance was considered at p ≤ 0.05. Results The TEQ score improved significantly (p=0.009) after the intervention. The univariate analysis indicated that gender, style of education, and place of residence did not have a statistically significant impact on post-test scores. Conclusion The study demonstrates that a multimodal intervention significantly enhances the empathy level of medical students, highlighting the potential of focused interventions to reduce gender disparities in empathy levels. There were no significant differences in empathy scores based on gender, place of residence, or schooling, suggesting the intervention\'s benefits may apply to all medical students.
摘要：
背景共情对于有效的医患沟通至关重要。它使医生能够理解患者的情绪和担忧，促进个性化护理和支持。同理心可以通过各种方法和培训计划来培养。目的该研究旨在评估涉及交互式讲座的多模式干预的有效性，同伴角色扮演，并引导反思提高印度二年级医学本科生的同理心水平。方法本研究采用问卷调查法，测试前和测试后的介入设计。在获得知情同意后，纳入了79名二年级医学生。学生通过交流技巧互动讲座接受了干预，在选定的案例研究中扮演角色，引导反射。在干预前后，使用多伦多移情问卷（TEQ）评估移情水平。Mann-WhitneyU测试用于比较测试前和测试后的TEQ分数。进行了单变量方差分析，以探讨人口统计学变量与测试后TEQ得分之间的关系。在p≤0.05时考虑统计学显著性。结果干预后TEQ评分明显改善(p=0.009)。单因素分析表明，性别，教育风格,和居住地对测试后分数没有统计学上的显著影响.结论多模式干预能显著提高医学生的共情水平,强调有针对性的干预措施在减少同理心水平上的性别差异方面的潜力。基于性别的同理心得分没有显著差异，居住地,或学校教育，表明干预措施的好处可能适用于所有医学生。
