Abstract
Currently, the most common measurement of empathy is obtained using scales that offer a continuum between a minimum and a maximum value. The objectives of this study were to establish a norm and estimate cut-off points that would make it possible to assess the Jefferson Scale of Empathy (JSE) version for Health Professions students (HPS-version), and to determine its psychometric properties in Chilean physical therapy students. A secondary analysis was done on a data set from three schools of physical therapy ([ n = 850], 412 women [48.5%], and 438 men [51.5%]), applying confirmatory factor analysis (CFA) and hierarchical cluster analysis. A CFA replicated the original three-factor model of empathy with sufficiently fit the data. A hierarchical cluster analysis yielded four categories for the level of empathy: high, medium-high, medium-low, and low. Multi-group analyses supported the assumption of a gender-invariant factor structure. Results confirmed the reliability of the global scale (α = .835), and the Perspective Taking (α = .732), Compassionate Care (α = .842), and Walking in Patient’s Shoes (α = .686) dimensions. The instrument made it possible to establish four ordinal categories in the level of students’ empathy. We conclude that the HPS-version of the JSE has adequate psychometric properties; namely validity, reliability, and cut-off points that justify administering it to Chilean physical therapy students.
Highlights
Empathy is defined as the ability to understand feelings and emotions objectively and rationally; experiencing what other people feel and think (Díaz-Narváez & Calzadilla-Núñez, 2019; Díaz-Narváez et al, 2017; Preusche & Lamm, 2016; Svenaeus, 2016)
Some authors have argued that the cognitive component of empathy may be taught via disciplinary training processes, but the same does not occur with affective empathy (Díaz-Narváez et al, 2017; Preusche & Lamm, 2016)
A baseline model with adequate adjustment has been established (χ2 = 373.006, p = .0001; χ2/df = 2.275; goodness of fit index (GFI) = .958; adjusted goodness of fit index (AGFI) = .946; comparative fit index (CFI) = .951; Root mean square error of approximation (RMSEA) = .039 [90% coefficient was 0.835 (CI) = .034–.044]; SRMR = .043), whose significant standardized factor loadings vary between λ = .236 and λ = .790 for the total sample
Summary
Empathy is defined as the ability to understand feelings and emotions objectively and rationally; experiencing what other people feel and think (Díaz-Narváez & Calzadilla-Núñez, 2019; Díaz-Narváez et al, 2017; Preusche & Lamm, 2016; Svenaeus, 2016). Empathy is an attribute that plays an important role in the interaction between physical therapists and their patients It involves both emotional and cognitive factors (Svenaeus, 2016), and is conditioned by their interactions (Díaz-Narváez et al, 2017). Some authors have argued that the cognitive component of empathy may be taught via disciplinary training processes, but the same does not occur with affective empathy (Díaz-Narváez et al, 2017; Preusche & Lamm, 2016). The latter seems to consolidate itself from the first processes of ontogeny and continues its formation until later adolescence (Díaz-Narváez et al, 2017). The full integration of the longitudinal teaching of empathy in undergraduate curricula is important, and will positively influence patient care (Díaz-Narváez & Calzadilla-Núñez, 2019)
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