Abstract
BackgroundEmpathy and self-reflection have been studied among medical students, but fewer studies have examined the presence of these attributes among dental students and investigated the correlation between empathy and self-reflection.MethodsFirst-year dental and medical students (n = 198) beginning their studies at the University of Oulu, Finland in August 2017 participated in this study, which was conducted via an internet-based questionnaire. Data were collected on personal characteristics and scores on Davis’s Interpersonal Reactivity Index (IRI) and Roberts’s Self Reflection and Insight Scale (SRIS).ResultsDifferences in IRI scores between dental and medical students were significant only in male students and in two IRI domains. Mean (SD) scores for male dental and medical students were personal distress, 8.2 (4.0) and 10.7 (3.1) (p = 0.022); empathic concern, 15.0 (4.0) and 16.9 (3.5) (p = 0.054). Mean SRIS scores did not differ between sexes or training programs. Positive correlations (r = − 0.3–0.65) were observed between some empathy and self-reflection subscales.ConclusionsA lower degree of empathy was observed among male dental students than in male medical students. A positive correlation between empathy and self-reflection was demonstrated in both study groups and sexes. However, more research in this field is warranted.
Highlights
Empathy and self-reflection have been studied among medical students, but fewer studies have examined the presence of these attributes among dental students and investigated the correlation between empathy and self-reflection
Mean scores on the Interpersonal Reactivity Index (IRI) and Self Reflection and Insight Scale (SRIS) subscales are shown in Table 1 and in Table 2
We found that male dental students scored lower than male medical students in two of four IRI scales
Summary
Empathy and self-reflection have been studied among medical students, but fewer studies have examined the presence of these attributes among dental students and investigated the correlation between empathy and self-reflection. With regard to medical education, empathy has recently been defined as the ability to understand patient’s situation, perspective and feelings, and to communicate that understanding to the patient, and includes cognitive, emotional and behavioral elements [1, 2]. Sulzer et al (2016) suggest approaching empathy as a relational subject rather than a personal quality [2]. There is evidence that self-reflection and reflective practice can be taught and developed during basic medical education through mentorship, supervision and peer support [5]. The process of reflection and capacity to conduct reflective practise enhances learning during medical education [6] and may improve selfunderstanding [5]. Even though selfreflection has been suggested to be a prerequisite for the development of empathy [8], there is a lack of research in this field [9]
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