背景:作为初级和临床护理的患者与医师沟通的重要特征,移情是医生应该具备的基本能力之一。这项研究的主要目的是使用两种不同的工具评估医学生在所有医学培训中的同理心水平:Jefferson医师同理心量表(用于临床同理心水平)和多伦多同理心问卷(用于一般同理心水平)。
方法:该研究是一项横断面描述性研究,于2017-2018学年进行,学生在Akdeniz大学医学院学习。数据收集表,研究人员将多伦多移情问卷(TEQ)和杰斐逊医师移情量表(JSPE)应用于学生。使用IBM-SPSS版本23forMacOS进行统计分析。T检验,方差分析试验,采用Spearman和Pearson相关分析进行比较。
结果:学生的平均TEQ评分为52.8/65,JSPE-S评分为80.3/100。学生的TEQ成绩上升到第四年,然后下降,但年份间差异无统计学意义。三年级学生的JSPE-S分数明显高于六年级学生。
结论:虽然第三年后医学生的临床同理心水平显著下降,一般同理心水平下降较少。这一结果表明,我们应该重新审视我们的医学教育课程和教育环境,并应该发起倡议,并在医学教育中投入更多的时间进行同理心教育,以防止同理心水平下降,提高同理心。
BACKGROUND: As an important feature in patient-physician communication for both primary and clinical care, empathy is one of the basic competencies that physicians should possess. The primary aim of this study was to evaluate the level of empathy among medical students in all years of medical training using two different instruments: the Jefferson Scale of Physician Empathy (for clinical empathy level) and the Toronto Empathy Questionnaire (for general empathy level).
METHODS: This study is a cross-sectional descriptive study conducted in 2017-2018 academic year with students studying at Akdeniz University Faculty of Medicine. Data collection form, Toronto Empathy Questionnaire (TEQ) and Jefferson Scale of Physician Empathy (JSPE) was applied to the students by the researchers. The statistical analysis was carried out by using IBM-SPSS version 23 for Mac OS. T-test, ANOVA test, Spearman and Pearson correlation analysis were used for comparisons.
RESULTS: The mean TEQ score of the students was 52.8/65 and the JSPE-S score was 80.3/100. TEQ scores of students increased up to 4th year and then decreased, but the difference between the years was not statistically significant. The third year students\' JSPE-S scores were significantly higher than that of the sixth year students.
CONCLUSIONS: While the clinical empathy levels of medical students decreased significantly after 3rd year, the general empathy levels decreased less. This result shows us that we should review our medical education curriculum and educational environment, and should initiate initiatives, and devote more time to empathy education in order to prevent the decrease in empathy level and increase empathy during medical education.