Comparison of empathy profiles of medical students at the start and in the advanced clinical phase of their training.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
GMS Journal for Medical Education Pub Date : 2024-02-15 eCollection Date: 2024-01-01 DOI:10.3205/zma001662
Susanne Schrötter, Peter Kropp, Britta Müller
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引用次数: 0

Abstract

Background: The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) cites empathy as a basic competence for medical doctors. Based on a multidimensional concept of clinical empathy, empathy profiles of medical students at the start of their training and in the 9th semester were identified and compared in order to draw conclusions for the conception of effective course offers.

Method: Using the Saarbrücker Personality Questionnaire on Empathy (SPF-IRI), self-rated empathy was recorded in a cross-sectional study of medical students (1st semester: N=192/9th semester: N=221). Two Stage Clustering was performed for data analysis.

Result: Three empathy profiles which could be meaningfully delineated by content were identified: 1. reflected, functional empathy, 2. unreflected, burdensome empathy and 3. distancing and avoidance. Students in the 9th semester mostly tended toward unreflected, burdensome empathy. Only one-third appeared capable of feeling empathy with patients while at the same time adequately regulating their own emotions and thus protecting themselves from emotional overload.

Conclusion: An adequately reflected and functional empathy among medical students can neither be assumed at the start of their training, nor do existing course offers appear to provide sufficient training for this. Empathy should thus be implemented as a competence which needs to be promoted over the entire course of study. Emotion regulation plays a key role.

比较医科学生在培训初期和高级临床阶段的移情特征。
背景:基于能力的国家医学本科教育学习目标目录(NKLM)将移情作为医生的一项基本能力。根据临床移情的多维概念,对医科学生在培训初期和第 9 学期的移情特征进行了识别和比较,以便为有效课程的构思得出结论:方法:在对医学生(第一学期:192 人/第九学期:221 人)进行的横断面研究中,使用萨尔布吕肯共情人格问卷(SPF-IRI)记录了自评共情。对数据进行了两阶段聚类分析:结果:根据内容确定了三种移情特征:1.反映型、功能性移情;2.非反映型、负担性移情;3.疏远型和回避型。第九学期的学生大多倾向于未经反思的、负担性的移情。只有三分之一的学生能够在与病人产生共鸣的同时充分调节自己的情绪,从而保护自己免受情绪过载之苦:结论:医学生的移情能力既不能在培训开始时就得到充分体现,也不能在现有课程中得到充分训练。因此,移情能力应作为一种能力在整个学习过程中加以培养。情绪调节起着关键作用。
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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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