Nivo empatije i stigmatizacije prema osobama sa mentalnim poremećajima od strane studenata medicinskog fakulteta

Background: The increasing prevalence of device addiction allows individuals to have low social skills. Empathy is a social skill that must be possessed by medical students as prospective doctors in order to create a good relationship between doctors and patients. Research on the relationship between gadget addiction and empathy in medical students is still limited. Objective: This research aims to find out whether there is a relationship between gadget addiction and empathy in students at the Faculty of Medicine, Medical Education Study Program, Baiturrahmah University, Padang class 2019-2021. Method: This research uses observational analytical methods with a cross sectional design. The population in this study were students from the Faculty of Medicine, Baiturrahmah University Medical Education Study Program in the city of Padang, class 2019-2021, who were taken using the proportionate stratified random sampling formula. The measuring instruments in this study used the Smartphone Addiction Scale - Short Version (SAS-SV) questionnaire, and the empathy questionnaire. The data analysis used is univariant data analysis presented in the form of frequency distribution, percent and bivariate analysis using the Spearman rho test. Results: Students at the Faculty of Medicine, Baiturrahmah University experienced a high level of addiction to devices (smartphones) with a high risk of 94 students (57%) and most were found in the class of 2021, namely 38 students (69%). The level of empathy obtained in this study was 151 people (91.5%) and there was a significant relationship between device addiction and empathy level. Conclusion: Based on the results of this study, it was found that there was a relationship between device addiction and empathy (r= -0.180; p= 0.021). These results show that the higher the device addiction, the lower the level of empathy.

This study compares the level of empathy of medical students with the levels of empathy among other university students. It also explores the impact of the psychiatric clerkship with group experience on the medical students' empathy for and attitudes toward mental patients as compared with the level of attitudes and empathy of medical students without group experience. The results indicated that psychiatric teaching can change and enhance empathy and increase positive attitudes toward mental illness among medical students. These results were dependent upon the students' participation in a self-exploratory group experience. An additional goal of the study was to test the impact of medical students' psychiatric clerkships on the relationship between the level of self-reported empathy and the level of empathy as judged by their peer group. It was found that these separate vantage points merged as a consequence of group participation.

Clinical empathy is an important element of quality health care. Empathic communication is associated with improved patient satisfaction, increased adherence to treatment, and fewer malpractice complaints (1). Patients' perceptions of their physicians' empathy are positively related to more favorable health outcomes (2–4). In addition to improving patient outcomes, clinical empathy is associated with increased overall well-being for the physician (5). High levels of practitioner empathy have been associated with decreased burnout, personal distress, depression and anxiety, along with increased life satisfaction and psychological well-being (6,7). Despite increasing appreciation of the value of empathy, medical educators continue to struggle with how best to educate students and residents on empathy maintenance. There have been several promising creative approaches that have shown demonstrable short-term success (8). However, there is a lack of evidence for enduring success, that is, for interventions during medical education that will enable physicians to sustain empathy throughout their careers. A more comprehensive and precise understanding of the subcomponents of empathy and how they are influenced by stress and anxiety is needed in order to design targeted interventions.

IntroductionEmpathy is considered one of the most relevant characteristics in the interaction between the doctor and the patient, highlighting the need to enhance it from the professional training stage. However, some studies have established that high levels of empathy could generate emotional exhaustion (Boujut, Sultan, Woemer & Zenasni, 2012). However, if a certain type of empathy can lead to burnout, it must also be considered that an optimal empathic posture can, on the contrary, relieve stress and exhaustion.ObjectivesEstablish the relationship between the level of emotional exhaustion and empathy in medical students.MethodsA cross-sectional study of correlational scope was conducted in 182 (n = 90) medical students. The cognitive and affective empathy test (López, et al., 2008) and the adaptation of the MBI instrument for the Colombian population (Barbato, Córdoba, González, Martínez & Tamayo, 2011) were used to assess emotional exhaustionResultsStatistically significant correlations of positive magnitude were evidenced between the variables emotional exhaustion and cognitive empathy (Table 1)ConclusionsIt was possible to conclude that the higher levels of cognitive empathy (adoption of perspective) in medical students, also resulted in greater emotional exhaustion, revealing an inappropriate consequence of empathy, where professionals can excessively adopt the patient’s feelings, generating wear. It is essential to promote optimal levels of empathy, which are beneficial for both the patient and the doctor.

Empathy is fundamental to patient care. Research studies of allopathic medical students have found a statistically significant decrease in empathy levels by the third year. Levels of empathy in osteopathic medical students have not been evaluated to determine whether a similar decline occurs in this group. To determine whether there were differences according to year of schooling in mean levels of empathy among osteopathic medical students, as assessed with the Jefferson Scale of Physician Empathy-Student Version (JSPE-S), and, secondarily, to compare these measures of empathy in osteopathic medical students with those reported elsewhere for allopathic medical students. The JSPE-S was distributed to students during regularly scheduled classes at the end of the academic year at the University of Medicine and Dentistry of New Jersey-School of Osteopathic Medicine in Stratford. Responses were anonymous. Data were analyzed by year in osteopathic medical school, sex, planned specialty, and ethnicity. Scores were compared with those of allopathic medical students reported elsewhere. Of the 415 respondents, 405 (98%) returned questionnaires with complete information, including 187 men (46%) and 218 women (54%). Of these respondents, 208 (51%) were white, 124 (31%) were Asian, and 73 (18%) were of another ethnicity. There were no statistically significant differences by year of schooling in respondents' sex, ethnicity, or specialty orientation and no statistically significant differences by year of schooling in the mean JSPE-S scores. Levels of empathy in osteopathic medical students were not found to decrease significantly by year of schooling, as reported in other studies for allopathic medical students. However, mean JSPE-S scores for first- and second-year osteopathic medical students were lower than those for first- and second-year allopathic medical students.

The content of the article provides a detailed analysis of the contextual premises that underlie the formation of medical empathy. These premises include the regulatory documents in the medical field, educational curriculum, and the actual level of empathy exhibited in medical practice. They serve as the foundation for understanding the necessity and significance of medical empathy in the doctor-patient relationship and for cultivating empathic skills among future healthcare professionals. The QMEE (Questionnaire Measure of Emotional Empathy) serves as a valid and efficient tool for assessing the level of empathy in medical students. By utilizing the QMEE questionnaire in alignment with the aforementioned contextual premises, it becomes possible to evaluate not only the level of empathy but also how these premises influence and shape the development of empathic abilities, identifying areas in need of improvement. Furthermore, this connection offers a comprehensive approach to comprehend the process of developing medical empathy in students. The two elements, contextual premises and the QMEE questionnaire, collaborate to provide a detailed perspective on the level of empathy among students and to pinpoint specific areas requiring interventions and enhancements, thereby supporting the development of empathic skills. This integrative approach between contextual premises and the QMEE questionnaire represents a pivotal instrument in evaluating and enhancing the process of cultivating medical empathy among future healthcare professionals.

BackgroundService learning (SL) is an educational methodology presumed to help medical students be more empathetic and compassionate. We longitudinally investigated the level of empathy in medical students and how preclinical SL experience was related to their level of empathy in their clinical clerkships.MethodsOur cohort comprised fifth-year medical students engaged in clerkships as part of a 7-year medical programme at one medical school in Taiwan. Surveys were conducted at the beginning of the clerkship in September 2015 (T1) to collect data on the medical students’ preclinical SL experience in curriculum-based service teams (CBSTs) and extracurricular service teams (ECSTs) and their SL self-efficacy, demographic characteristics, and empathy level. Subsequently, three follow-up surveys were conducted once every 3 months to determine the empathy level of the students during their clinical clerkships (T2–T4). Seventy students who returned the written informed consent and completed the baseline (T1) and two or more follow-up surveys (T2–T4) were included in our analysis with the response rate of 34%. In total, 247 responses across the 1-year clerkship were analysed. Descriptive statistics, paired t tests, and generalised estimating equations were employed.ResultsOur study revealed that changes in empathy level in the dimensions of perspective taking, compassionate care, and standing in patients’ shoes in their clinical clerkships. Relative to that at T1, their empathy decreased in perspective taking and compassionate care at T2–T4 but increased in standing in patients’ shoes at T3. Additionally, our study verified the positive effect of medical students’ preclinical SL experience in CBSTs and ECSTs on empathy in terms of compassionate care and perspective taking, respectively, but not on that of standing in patients’ shoes.ConclusionsSeparate investigations into subconstructs of empathy, such as perspective taking, compassionate care, and standing in patients’ shoes, in medical students may be necessary for exploring the various driving forces or barriers to developing empathy in medical students. Moreover, SL experience through both CBSTs and ECSTs at medical academies may have positive effects on medical students’ empathy in their clinical clerkships and should be promoted at medical schools.

The role of empathy in medical students' postgraduate training interest was studied. The level of empathy, as measured by the Hogan Empathy Scale, was not found to be a discriminating factor in career selection. Students interested in psychiatry had empathy levels similar to other groups of students. Although empathy has been suggested as a possible discriminating variable among medical school candidates, individuals with high and low empathy scores were found to be interested in every field of practice. Further studies are needed before measurement of empathy is used in the selection process for medical school admission.

BackgroundEmpathy is an important competence in the professional development of medical students. The purpose of our study was to compare the levels and scales of empathy in people studying in different educational strategies.MethodsThe study was conducted between April 2019 and March 2020. Medicine, nursing, midwifery, physiotherapy, psychology, pedagogy and sociology students were the participants of this study. University students preparing for medical professions (n = 1001) and students of programs unrelated to medicine (n = 700) underwent the Empathy Quotient test (EQ-40). We have compared results in both study groups with the use of the distribution of density, analysis of variance and student’s t-test.ResultsThe average results received by students of the university preparing for medical professions were lower (M = 42.6) than those of the non-medical university students (M = 45.3) and the differences between the universities turned out to be statistically important (t = − 5.15, df = 1699, p < 0.001). As many as 14.6% of the students in the 1st EQ class were preparing for various medical professions while 9% studied social sciences. 18.2% of all medical programme students (n = 412) manifested the lowest empathy class. Our research has revealed that the students with Asperger profile (AP) and high-functioning autism (HFA) studied at universities preparing for medical professions (n = 18) more frequently than at non-medical universities (n = 5).ConclusionsWe have noticed a serious indicator of erosion in the levels of empathy in medical students and an increase in the number of people with AP and HFA. Empathy decreases in students after the third year of their studies, regardless of the kind of university. We recommend an introduction of career counselling when specialization is being chosen.

BackgroundCommunication and mutual understanding among healthcare providers is a significant concern within the healthcare system, and enhancing empathy is one way to foster effective communication and mutual understanding. The aim of this research is to evaluate and compare the impact of story reading on the level of empathy in medical students at Mazandaran University of Medical Sciences.MethodsThe study employed an intervention educational design (a quasi-experimental), with a convenience sample of 51 medical students selected as the statistical population. The process of story reading was conducted over six two-hour virtual sessions in the students' classroom, spanning six weeks. Selected stories were discussed in an online virtual class under the supervision of an instructor, focusing on story elements. To assess students' empathy in this educational program, the Davis General Empathy Questionnaire was administered before each of the six sessions, after, and one week later at the end of the course. Statistical analysis of the collected data was performed using repeated measures analysis of variance and Bonferroni's post hoc test through SPSS version 28 software, with a significance level set at 0.05.ResultsThe findings revealed that 27 participants (58.7%) were female students, with the remaining being male students, having an average age of 19.5 ± 0.86 years. The level of general empathy among the students significantly increased after the intervention compared to before the intervention (P<0.001). Furthermore, the analysis of variance with repeated measures indicated a significant effect of the story reading program on enhancing empathy in terms of emotional and cognitive transfer among students in the intervention group (P<0.001).ConclusionsThe research findings suggest that the story reading program effectively enhances the overall sense of empathy among medical students at the University of Medical Sciences. Therefore, implementing this method in universities, higher education centers, libraries, and psychology centers for teaching empathy can be valuable in fostering empathy skills and improving healthcare.

BackgroundFostering empathy has been continuously emphasized in the global medical education. Empathy is crucial to enhance patient-physician relationships, and is associated with medical students’ academic and clinical performance. However, empathy level of medical students in China and related influencing factors are not clear.MethodsThis was a cross-sectional study among medical students in 11 universities. We used the Jefferson Scale of Empathy Student-version of Chinese version to measure empathy level of medical students. Factors associated with empathy were identified by the univariate and multivariate logistic regression analyses. Based on the variables identified above, the nomogram was established to predict high empathy probability of medical students. Receiver operating characteristic curve, calibration plot and decision curve analysis were used to evaluate the discrimination, calibration and educational utility of the model.ResultsWe received 10,901 samples, but a total of 10,576 samples could be used for further analysis (effective response rate of 97.02%). The mean empathy score of undergraduate medical students was 67.38 (standard deviation = 9.39). Six variables including gender, university category, only child or not, self-perception doctor-patient relationship in hospitals, interest of medicine, Kolb learning style showed statistical significance with empathy of medical students (P < 0.05). Then, the nomogram was established based on six variables. The validation suggested the nomogram model was well calibrated and had good utility in education, as well as area under the curve of model prediction was 0.65.ConclusionsWe identify factors influencing empathy of undergraduate medical students. Moreover, increasing manifest and hidden curriculums on cultivating empathy of medical students may be needed among medical universities or schools in China.

IntroductionThis study explores whether high alexithymia values correlate with low levels of empathy, while also trying to identify potential connections with social media addiction.MethodsWe hypothesized that alexithymia mediates the relationship between social media addiction and empathy levels in a sample of undergraduate students. The study population consisted of 649 medical students in the 4th/5th/6th University year, recruited between March and May 2021. For this assessment, we employed three psychometric instruments: the Toronto Empathy Questionnaire (TEQ), the Social Media Addiction Scale-Student Form (SMAS-SF), and the Toronto Alexithymia Scale (TAS-20). A pathway analysis investigated alexithymia as a mediator between social media addiction and the degree of empathy in medical undergraduates. Sobel’s test and the Baron and Kenny approach were used for testing mediation.ResultsThe TEQ total mean score was 48.76 ± 5.65, while the TAS-20 total mean score was 47.71 ± 11.49. Further analysis of the TAS-20 scale scores showed that 21.42% of students had possible alexithymia, while 14.02% had clear alexithymia. The SMAS-SF total mean score was 73.20 ± 14.59. None of the students reported levels consistent with major social media addiction. The mediated effect of the TAS-20 is about 1.3 times larger than the direct effect of the SMAS-SF on TEQ.DiscussionWe found a significant negative correlation between empathy and alexithymia in medical students. Alexithymia was a mediator between social media addiction and empathy. Therefore, we recommend further efforts to identify potential levels of alexithymia in medical students, in order to successfully develop tailored interventions aimed at increasing their emotional awareness.

Thanks to the authors of both letters for their comments and their kind words about our study. Schattner suggests it would be important to shift the emphasis from empathy research to indicators of burnout (e.g., emotional exhaustion, depersonalization) because of high rates of burnout in physicians-in-training and in practice, as well as wider implications. We believe that empirical research on burnout in medical students is as important as empathy research because they both have implications for medical education and patient care. In addition, in our previous research with MD-degree medical students,1 we found a significant inverse association between scores of the Jefferson Scale of Empathy (JSE) and those of the Maslach Burnout Inventory, suggesting that higher empathic orientation in medical students predicts lower burnout. Thus, because of the significant relationship between empathy and burnout, it would be more desirable to study both topics together. Ozair and colleagues correctly suggest that rigorous longitudinal, multi-institutional, and international research is required to address the issue of erosion of empathy in medical students. We agree that longitudinal study is more desirable than cross sectional to examine changes over time.2 The first longitudinal study of decline in empathy in medical students from matriculation to graduation2 was undertaken by our team. Currently, we are involved in a 5-year nationwide longitudinal study of DO-degree medical students that should provide the most definitive answers to the questions of changes in empathy and burnout and explore reasons for such changes, as reported by students’ own experiences/observations in each year of medical school. Preliminary data collected in the first year of this large-scale project (unpublished) show a significantly negative correlation between JSE scores and a measure of burnout, but significantly positive correlations between JSE scores and validated measures of orientation toward interprofessional collaboration and lifelong learning. Interestingly, a recent longitudinal study of U.S. MD-degree medical students3 reports a decline in empathy scores when the JSE was used, but an increase in empathy scores in the same sample when the Questionnaire of Cognitive and Affective Empathy was used. The controversial findings were attributed to the sensitivity and specificity of the JSE in measuring changes in empathy in medical students.4

ABSTRACTTheory: Empathy is one component of medical student education that may be important to nurture, but there are many potential psychological barriers to empathy, such as student depression, burnout, and low quality of life or wellness behaviors. However, few studies have addressed how positive behaviors such as wellness and spirituality, in combination with these barriers, might affect empathy. Hypotheses: We hypothesized a negative relationship between psychological distress and empathy, and a positive relationship between empathy and wellness behaviors. We also hypothesized that openness to others' spirituality would moderate the effects of psychological distress on empathy in medical students. Method: This cross-sectional study included 106 medical students in a public medical school in the U.S. Midwest. Mailed questionnaires collected student information on specialty choice and sociodemographics, empathy, spirituality openness, religiosity, wellness, burnout, depression, anxiety, and stress. Hierarchical multiple regression analysis was conducted, with empathy as the dependent variable, psychological distress and all wellness behaviors as predictors, and spirituality openness as a moderator. Results: Specialty choice, burnout, wellness behaviors, spirituality openness, and religiosity were significant independent predictors of empathy. In addition, when added singly, one interaction was significant: Spirituality Openness × Depression. Spirituality openness was related to empathy only in nondepressed students. Empathy of students with higher levels of depression was generally lower and not affected by spirituality openness. Conclusions: Nondepressed students who reported lower openness to spirituality might benefit most from empathy training, because these students reported the lowest empathy. Highly depressed or disengaged students may require interventions before empathy can be addressed. In addition, burnout was related to lower levels of empathy and wellness was related to higher levels. These provide potential points of intervention for medical schools developing tools to increase medical trainees' empathy levels.

Empathy is a cognitive attribute that forms the cornerstone for good doctor–patient encounters. The formative period for the development of empathy toward patients begins with clinical encounters within medical school. An individual medical student's empathy levels may in part be a product of their resilience and perfectionist attitudes. A cross-sectional study with 320 medical students across all years of study was conducted to determine the correlation of perfectionism and resilience with clinical empathy in medical students. The JSE-S, CD-RISC 10, and APS-R scales were used to assess levels of empathy, resilience, and perfectionism, respectively. The study found that a positive correlation exists between resilience (r = 0.174) and academic year with empathy, and a negative correlation exists between maladaptive perfectionism and empathy (r = −0.138). The resilience score declined progressively as the year of study progressed with a statistically significant. Mean empathy scores were lowest in fifth-year students (96.8 ± 12.5) and highest in third-year students (107.8 ± 13.2). Further longitudinal studies are necessary to better understand the impact of resilience and perfectionism on empathy.