Empathy In Medical Students Research Articles

Palliative Care Survey on Complementary Medicine Use

Many studies have demonstrated empathy decline in medical students over the course of training. Burnout negatively affects academic or professional performance and has been negatively correlated with empathy. Neither empathy nor burnout has been previously studied in naturopathic medical students.The aims of this cross-sectional study were to (1) compare empathy at different levels of training, (2) describe the prevalence of burnout, and (3) identify correlations between empathy and burnout, in naturopathic medical students.This cross-sectional study used the Interpersonal Reactivity Index and Maslach Burnout Inventory to measure empathy and burnout, respectively, in an online survey of current naturopathic medical students at one institution.1) There was no significant difference in empathy between any cohorts or between those in internship versus those not in internship. 2) Among burnout outcomes, 42% of participants met criteria for emotional exhaustion, 19% for depersonalization, and 64% for low sense of personal accomplishment. 3) Cognitive empathy was positively correlated with affective empathy and a higher sense of personal accomplishment and negatively correlated with emotional exhaustion and depersonalization.While a longitudinal study would provide more definitive evidence, this study suggests that empathy in naturopathic medical students is relatively stable over the course of training. It also demonstrates that burnout is prevalent in this population and has an inverse relationship with empathy. Interventions to prevent burnout and increase empathy are discussed.

Supportive Interpersonal Relationships – A Key Component to Sustaining High Performance

Many studies have demonstrated empathy decline in medical students over the course of training. Burnout negatively affects academic or professional performance and has been negatively correlated with empathy. Neither empathy nor burnout has been previously studied in naturopathic medical students.The aims of this cross-sectional study were to (1) compare empathy at different levels of training, (2) describe the prevalence of burnout, and (3) identify correlations between empathy and burnout, in naturopathic medical students.This cross-sectional study used the Interpersonal Reactivity Index and Maslach Burnout Inventory to measure empathy and burnout, respectively, in an online survey of current naturopathic medical students at one institution.1) There was no significant difference in empathy between any cohorts or between those in internship versus those not in internship. 2) Among burnout outcomes, 42% of participants met criteria for emotional exhaustion, 19% for depersonalization, and 64% for low sense of personal accomplishment. 3) Cognitive empathy was positively correlated with affective empathy and a higher sense of personal accomplishment and negatively correlated with emotional exhaustion and depersonalization.While a longitudinal study would provide more definitive evidence, this study suggests that empathy in naturopathic medical students is relatively stable over the course of training. It also demonstrates that burnout is prevalent in this population and has an inverse relationship with empathy. Interventions to prevent burnout and increase empathy are discussed.

Empathy in medical students of Córdoba, Argentina.

Physicians' empathy is an advantage for a better patient care and resolution of disease, and is considered a relevant part of professional training. To measure the level of empathy and its components in medical students of the city of Córdoba, Argentina. This was an exploratory, cross-sectional study. The Jefferson Scale of Physician Empathy was administered, in its Spanish version for health sciences students (version S), validated in Mexico and Chile, and culturally adapted to Argentina based on experts' opinion. A two-factor analysis of variance (model III) was used to assess mean differences between sexes and school years, and the interaction between these factors. 306/497 students from first through fifth year assessed in November 2016. The sample was stratified by school year and sex. Significant differences were observed in overall empathy and in compassionate care in both factors. These differences increased over the years (higher among fifth year students and lower among first year ones), and women showed higher values than men in terms of empathy and compassionate care. Overall empathy, and the compassionate care component specifically, increased from first through fifth year (and were higher among women compared to men), which evidenced the progressive development of the affective component of empathy. The percentage of development of overall empathy and the cognitive components showed little progression.

Assessment of Clinical Empathy Among Medical Students Using the Jefferson Scale of Empathy-Student Version.

IntroductionClinical empathy is the ability to comprehend the perspectives, feelings, and situation of the patients. Clinical empathy instills a sense of satisfaction in the patient. It also facilitates the healthcare provider (HCPs) in taking more sincere and logical clinical decisions. Although there have been numerous studied conducted to explore the pattern of clinical empathy among medical students, the results are mixed and not consistent.MethodsThis is a cross-sectional, observational study conducted among medical students of Ghulam Muhammad Mahar Medical College in August 2018. Two hundred and seven out of 500 students of all five years completed the study after informed consent. All students completed the 20-item Jefferson Scale of Empathy-Student Version (JSE-S). Data were entered and analyzed using SPSS version 22 (SPSS Inc, Chicago, IL, USA). The internal consistency of JSE-S was 0.71. Frequencies and percentages were calculated for students’ ages and genders. Mean and standard deviation (SD) were calculated for continuous variables. Group comparisons of the empathy scores were conducted using t-test and one-way analysis of variance (ANOVA). p<0.05 was considered as the significant level.ResultsThere were 93 (44.9%) male and 114 (55.1%) female students. Their mean ± SD age was 20.85 ± 2.27 years (range: 17 to 26 years). The mean ± SD empathy score of all students was 98.11 ± 12.31 (range: 20-140). The mean empathy score was categorized according to gender, year of education, and career preference. Females showed a significantly higher empathy score. The lowest empathy was seen for the final year and the highest for the first year. On all three subscales of (JSE-S) - perspective taking, compassionate care, and walking in patients’ shoes - students with “people-oriented” career preference scored higher.ConclusionJSE-S is a self-administered and self-perceived inventory, which reports declining empathy in medical students with ascending years of education. Qualitative studies that can assess the empathy levels from the patients’ perspective are the need of the hour to decide whether or not empathy is a real phenomenon.

Empathy and big five personality model in medical students and its relationship to gender and specialty preference: a cross-sectional study

BackgroundGiven the influence that personality can have on empathy, this study explores the relationship between empathy and personality, using three different measures of empathy, and taking into account gender and specialty preference.MethodsCross-sectional study. One hundred and ten medical students completed the Jefferson Scale of Physician Empathy, the Interpersonal Reactivity Index, the Empathy Quotient, and the NEO-FFI Big Five personality model. Multivariable linear regression was performed to assess the association between personality traits and empathy.ResultsEmpathy scales showed weak and moderate correlation with personality. The strongest correlations were observed between IRI-Fantasy and Openness, and between IRI-Personal Distress and Neuroticism. Gender and specialty preference can modify this relationship. The extreme groups of Empathy Quotient had significant differences in most personality traits.ConclusionsThis study confirmed that empathy is related to personality. Using three empathy scales allows personalizing the evaluation of different empathy models and its relation with personality. These results can help to design programs to study if some personalized intervention strategies could improve the empathy in medical students.

Ethics and empathy: The relationship between moral reasoning, ethical sensitivity and empathy in medical students

High-quality clinical practice includes not only improving clinicians’ expertise in scientific and technical aspects but also managing values, ethical sensitivity and skills for assessing and dealing with ethical conflicts. The reviewed literature suggests the presence of an “ethical erosion”, according to which ethical competence and empathy decrease or do not progress during medical training. The aim of this study was to determine the relationship between ethics (moral reasoning and ethical sensitivity) and empathy in a group of medical students and to determine the relationship with other variables such as academic year and sex. Material and methodA cross-sectional observational study was conducted with 193 medical students from different academic years, who were administered a sociodemographic questionnaire, the Rest sociomoral dilemma test, clinical vignettes to measure ethical sensitivity (Problem Identification Test [PIT]) and a cognitive and emotional empathy test (test de empatía cognitiva y afectiva, TECA). ResultsWe found a direct and significant relationship between moral development, ethical sensitivity and greater empathy. We detected an increase in moral reasoning and ethical sensitivity among first and third-year students, with no increase between the third year and later academic years. There were no significant differences between these variables and sex. ConclusionsThis study found a correlation between moral reasoning, ethical sensitivity and empathy and a lack of progression of the first 2 variables in the last years of the medical degree.

Patient Interviews Improve Empathy Levels of Preclinical Medical Students

Objective: In order to cultivate and maintain empathy during medical school, an experiential learning program, “A Patient as a Human Being”, was designed to promote empathy in second-year medical students through interviews with patients focusing on their suffering and the difficulties arising from their illnesses and hospital stays. Methods: The second-year medical students were divided into groups of three and four. Each group was assigned a patient to interview under close supervision. The selected patients were informed beforehand about the interview and voluntarily agreed to participate. The Thai version of the Jefferson Scale of Physician Empathy–Student Version (JSPE-SV) was used to assess the students’ empathy levels. Results: The baseline JSPE-SV score (n = 310) was 114.10±10.20. After the interview, the scores significantly increased (1.19 [0.21-2.18], P = 0.009). Students in the lower-half group of baseline scores showed a higher improvement (2.64 [1.14–4.15], P < 0.001) than those in the upper-half group. The difference coefficient by multivariate analysis of the improved JSPE–SV scores between the two groups was 3.03 [1.08-4.98] ( p = 0.002), accompanied by a correlation between the pre-activity empathy score and the improved score ( = - 0.21, P-value < 0.01). Conclusion: The patient interviews improved the empathy levels of the preclinical medical students, especially those with lower baseline empathy levels.

The human kindness curriculum: An innovative preclinical initiative to highlight kindness and empathy in medicine.

Prior studies have shown a marked drop in empathy among students during their third (clinical) year of medical school. Curricula developed to address this problem have varied greatly in content and have not always been subjected to validated measures of impact. In 2015, we initiated a Human Kindness (HK) curriculum for the initial 2 years of medical school. This mandatory 12-h curriculum (6 h/year) included an innovative series of lectures and patient interactions with regard to compassion and empathy in the clinical setting. Both quantitative (Jefferson Scale of Empathy [JSE]) and qualitative data were collected prospectively to evaluate the impact of the HK curriculum. In the initial Pilot Year, neither 1st (Group 1) nor 2nd (Group 2) year medical students showed pre-post changes in JSE scores. Substantial changes were made to the curriculum based on faculty and student evaluations. In the following Implementation Year, both the new 1st (Group 3) and the now 2nd year (Group 4) students, who previously experienced the Pilot Year, showed significant improvements in post-course JSE scores; this improvement remained valid across subanalyses of gender, age, and student career focus (e.g., internal medicine, surgery, etc.). Despite the disappointingly flat initial Pilot Year JSE scores, the 3rd year students (Group 2) who experienced only the Pilot Year of the curriculum (i.e., 2nd year students at the time of the Pilot Year) had subsequent JSE scores that did not show the typical decline associated with the clinical years. Students generally evaluated the HK curriculum positively and rated it as being important to their medical education and development as a physician. A required preclinical curriculum focused on HK resulted in significant improvements in medical student empathy; this improvement was maintained during the 1st clinical year of training.

Empathy in Chinese eight-year medical program students: differences by school year, educational stage, and future career preference

BackgroudTo examine the psychometric properties of a Chinese translation of the Jefferson Scale of Empathy (Student-version, JSE-S), and to study differences in empathy scores among eight-year undergraduate medical students across gender, year of study, and future career preference.MethodsThe JSE-S was administered to 442 participants from December 2016 to July 2017, who were all first- to seventh-year students on an eight-year medical education course at Fudan University. Factor analysis was used to examine the underlying components of the Chinese version of the JSE-S. The data analyses comprised a t-test and analyses of variance.ResultsFactor analysis confirmed four components: perspective taking, compassionate care, ability to stand in patient’s shoes, and difficulties in adopting patient’s perspective. The lowest empathy score was found in the seventh-year students (99.5), while a decline was found across school years. Students in clinical training (sixth/seventh year) had lower empathy than students in premedical study (first/second year), basic medicine (third/fourth year), and clinical medicine (fifth year). Statistically significant differences in empathy mean scores were found in respect of future career preference but not gender. Students who preferred not to become doctors had lower empathy than students who preferred to become doctors, who were undecided, and who did not specify.ConclusionsThe findings support the construct validity and reliability of the Chinese version of the JSE-S for medical students. The study also revealed the features of empathy in eight-year program students, and provided a reliable reference to design interventions to cultivate empathy among Chinese medical students.

Influences on students\u2019 empathy in medical education: an exploratory interview study with medical students in their third and last year

BackgroundEmpathy is beneficial for patients and physicians. It facilitates treatment and improves physical and psychosocial outcomes. The therapeutic relevance of empathy emphasizes the need to help medical students develop their empathic abilities. Our study aimed to identify factors which promote or hinder the development and expression of empathy in medical students during the course of their studies.MethodsWe interviewed 24 medical students (six male and six female students in their 6th semester as well as six male and six female students in their final clinical year) using semi-structured interviews. The interviews were recorded, transcribed verbatim and analyzed using Braun & Clarke’s thematic analysis.ResultsWe identified four main themes influencing the development and expression of empathy. 1) Course of studies: hands-on-experience, role models, science and theory, and emphasis on the importance of empathy; 2) students: insecurities and lack of routine, increasing professionalism, previous work experiences, professional distance, mood, maturity, and personal level of empathy; 3) patients: “easy” and “difficult” patients including their state of health; and 4) surrounding conditions: time pressure/stress, work environment, and job dissatisfaction.ConclusionsThe development and use of empathy could be promoted by increasing: hands-on-experiences, possibilities to experience the patient’s point of view and offering patient contact early in the curriculum. Students need support in reflecting on their actions, behavior and experiences with patients. Instructors need time and opportunities to reflect on their own communication with and treatment of patients, on their teaching behavior, and on their function as role models for treating patients empathically and preventing stress. Practical experiences should be made less stressful for students. The current changes implemented in some medical school curriculums (e.g., in Germany) seem to go in the right direction by integrating patient contact early on in the curriculum and focusing more on teaching adequate communication and interaction behaviors.

Levels of empathy, empathy decline and differences between genders in medical students of Cartagena (Colombia)

Empathy helps to develop an appropriate doctor–patient relationship, which, according to the literature is susceptible to decline. Therefore, the purpose of the present study was to estimate the levels of empathy in general, and the potential for the growth of empathy in medical students. This exploratory and cross-sectional study included students from the first to fifth academic year of the University Corporation Rafael Nunez (Cartagena, Colombia) (N = 971, n = 756, 77.86% of the population studied). Participants were given the Jefferson Scale of Empathy, Spanish version for medical students, validated and adapted in Colombia. A bifactorial variance analysis (model III) was used to find the mean differences between courses and genders, and the interaction between these two factors. Data was described using simple arithmetic graphs and processed with SPSS 20.0 to estimate the total potential for growth. Differences were found between academic years and gender in empathy in general and in the component of “compassionate care”. The levels of empathy are relatively low, and the behavior of empathy levels does not match the concept of empathy decline. There are no gender differences and there is a considerable potential for growth of empathy, as well as its components. La empatía permite la adecuada relación médico-paciente y se plantea que es susceptible de disminuir según lo informado en la literatura. El propósito del presente estudio fue estimar los niveles de empatía en general y el potencial para el crecimiento empático en estudiantes de medicina. Este estudio exploratorio y transversal, incluyó estudiantes desde el primero al quinto año académico de la Corporación Universitaria Rafael Núñez, Cartagena, Colombia (n = 971, n = 756, 77,86% de la población estudiada). Los participantes recibieron la escala de empatía de Jefferson, versión en español para estudiantes de medicina, validada y adaptada en Chile. Se aplicó un análisis de varianza bifactorial (modelo iii) para encontrar diferencias de medias entre cursos, géneros y la interacción entre estos 2 factores. Los datos se describieron usando gráficos aritméticos simples y se procesaron con SPSS® Statistics v.20.0 para estimar el potencial total de crecimiento. Se encontraron diferencias entre los años académicos y el género en la empatía en general, y en el componente de «atención compasiva». Los niveles de empatía son relativamente bajos, y el comportamiento de los niveles de empatía no coincide con el concepto de disminución empática. No hay diferencias de género, y la estimación del potencial de crecimiento de la empatía y la de sus componentes plantea la necesidad de un urgente cambio curricular.

Validation of the Jefferson Scale of Physician Empathy in Spanish medical students who participated in an Early Clerkship Immersion programme

BackgroundThe Jefferson Scale of Physician Empathy is the most widely used instrument to measure empathy in the doctor-patient relationship. This work pursued cultural adaptation and validation of the original scale, in its health professions version (JSE-HP), for medical students who participate in an Early Clerkship Immersion Programme of a Spanish university.MethodsThe questionnaire was replied by 506 1st, 2nd, 3rd and 5th year medical students from Universidad Francisco de Vitoria, Madrid, in 2014 and 2016. Internal consistency was analysed by means of Cronbach’s alpha, and reliability by means of test-retest using the intraclass correlation coefficient and the Bland-Altman method. The construct validity was checked by means of confirmatory factor analysis and association with other empathy-related variables. Criterion validity was compared using Davis’ Interpersonal Reactivity Index.ResultsCronbach’s alpha was 0.82 (range 0.80–0.85). Item-total score correlations were positive and significant (median 0.45, p < 0.01). The test-retest intraclass correlation coefficient was 0.68 (0.42–0.82). The factor analysis confirmed the three original factors: “perspective taking”, “compassionate care” and “standing in the patient’s shoes”. Women and students who preferred specialities focused on persons obtained the best scores. The JSE-HP scores were positively correlated with Interpersonal Reactivity Index, personality traits were associated with empathy, clinical interview skills and Objective Structured Clinical Examinations.ConclusionThe results support the validity and reliability of JSE-HP applied to Spanish medical students.

Empathy and Osteopathic Manipulative Medicine: Is It All in the Hands?

The osteopathic medical school curriculum is unique because of the inclusion of training in osteopathic manipulative medicine (OMM). Interest in and use of OMM promotes cognitive training in diagnosing conditions, emotional training in the alleviation of pain, and physical training in the application of OMM. Osteopathic manipulative medicine may mitigate a reduction in empathy levels of medical students and explain why osteopathic medical students do not follow the declining pattern of empathy previously reported in allopathic medical students. To examine whether favorable opinions of OMM are positively correlated with overall student empathy as well as the cognitive, emotional, and behavioral subcomponents of empathy. Institutional review board approval was obtained to measure empathy in medical students attending the Midwestern University/Chicago College of Osteopathic Medicine for this cross-sectional study. The 20-item Jefferson Scale of Empathy medical student version (JSE-S) was distributed via email to first-year students at the beginning of the 2016-2017 academic year and at the end of the academic year to all students. Items were divided into cognitive, emotional, and behavioral categories. Items related to demographics, interest and use of OMM and the osteopathic philosophy, frequency of touch, and personality were also included in the survey. Data were analyzed using SPSS software and presented as mean (SEM). Statistical significance was set at P<.05. Of the 801 students the survey was sent to at the end of the 2016-2017 academic year, 598 students completed the survey, for a response rate of 75%. When accounting for the effect of gender with a multivariate analysis of covariance, there were no differences in empathy scores across school years. When empathy scores from first- and second-year students were combined and compared with combined third- and fourth-year students' scores to examine the difference between empathy in students during academic and clinical training, a difference in the mean (SEM) JSE-S empathy score was noted (114.6 [0.7] and 112.0 [0.7], respectively; P=.01); however, the effect size was small (partial η2=0.01). Interest in OMM and the osteopathic philosophy were significantly associated with higher empathy scores (P<.05; medium effect; partial η2=0.08). Interest in and use of OMM are associated with higher empathy scores and empathy subcomponents. Training and use of OMM should be examined as a mechanism contributing to the durability of empathy in the osteopathic medical profession.

Naturopathic medical student empathy and burnout: A preliminary study

BackgroundMany studies have demonstrated empathy decline in medical students over the course of training. Burnout negatively affects academic or professional performance and has been negatively correlated with empathy. Neither empathy nor burnout has been previously studied in naturopathic medical students. ObjectiveThe aims of this cross-sectional study were to (1) compare empathy at different levels of training, (2) describe the prevalence of burnout, and (3) identify correlations between empathy and burnout, in naturopathic medical students. MethodsThis cross-sectional study used the Interpersonal Reactivity Index and Maslach Burnout Inventory to measure empathy and burnout, respectively, in an online survey of current naturopathic medical students at one institution. Results1) There was no significant difference in empathy between any cohorts or between those in internship versus those not in internship. 2) Among burnout outcomes, 42% of participants met criteria for emotional exhaustion, 19% for depersonalization, and 64% for low sense of personal accomplishment. 3) Cognitive empathy was positively correlated with affective empathy and a higher sense of personal accomplishment and negatively correlated with emotional exhaustion and depersonalization. ConclusionsWhile a longitudinal study would provide more definitive evidence, this study suggests that empathy in naturopathic medical students is relatively stable over the course of training. It also demonstrates that burnout is prevalent in this population and has an inverse relationship with empathy. Interventions to prevent burnout and increase empathy are discussed.

An Epidemiological Study on Empathy and its Correlates: A Cross-sectional Assessment among Medical Students of a Government Medical College of India.

Background:Empathy is a desirable quality in every clinician. It is a crucial determinant of patient–physician communication and relation. There are very few existent Indian studies on empathy of medical students and its correlates.Aim:The aim of the study was to assess empathy level of medical students and its correlates.Methodology:It was a cross-sectional, hospital-based, analytical observational study conducted from July to November 2017. In total, 249 undergraduate medical students of a medical college of Kolkata were interviewed with a structured schedule. The schedule comprised of the sociodemographic questionnaire, career satisfaction, future career choice, and Jefferson Scale of Empathy.Results:The mean empathy score was 98.5 ± 12.5. Third-semester students had higher empathy scores (102.4 ± 12.4) compared to fifth (97.2 ± 12.9) and seventh semester (95.0 ± 10.9) students. The difference between the mean scores of different semesters was statistically significant. Female students were more empathic than male students. In the multivariable linear regression model, sex, semester, residence, career satisfaction, future career choice, and current place of living were significant predictors of empathy scores.Conclusion:Empathy level of medical students of our study was quite low compared to other studies conducted outside India. Empathy eroded with semester, which supports earlier pieces of evidence in this regard.

Twelve tips for teaching empathy using simulated patients

Empathy is a key component of humane, patient-centered consulting. Physician empathy increases patient satisfaction and enablement; it may even lead to better health outcomes. Despite this, empathy in clinical encounters is often lacking and empathy in medical students decreases as they progress from the early to the senior undergraduate years. The components of empathy – like attentive listening and a mastery of non-verbal communication – are standard fare for communication training and universities and clinical postgraduate programs frequently employ simulated/standardized patients (SPs) to facilitate this training. In the field of empathy, SPs bring added value to feedback given that many are professional actors, well versed in the skills of putting themselves “in another character’s shoes.” Drawing from the existing evidence base and their personal training and role-play experience, the authors provide 12 practical tips for teaching empathy with simulated patients.

Social interaction game to promote empathy among first year medical students: a pilot study

Background: Empathy is integral to professionalism, but is lacking in medical students. There are few interventions that promote empathy. This pilot study describes the first use of a novel intervention to promote empathy.Methods: A novel social interaction game was developed and administered to first MBBS students. It provided an experiential simulation of persons belonging to lower socioeconomic strata over 4 simulated ‘days’. This cross-sectional study assessed the impact of the intervention on empathy using a 5-point Likert scale to score self-perceptions across several domains. The data were analyzed using repeated measures analysis of variance (RMANOVA).Results: There was a statistically significant decline in scale scores on all days following Day 1 (p&lt;0.05). This was true across all domains. Cronbach’s alpha for internal reliability was 0.91 for Day 1; and 0.97 for Day 1 through Day 4. Open ended comments indicated empathic feelings were generated due to the intervention.Conclusions: A simulation experience like the social interaction game described here, may be used to improve the attitudes and empathy of medical students towards persons from low socioeconomic backgrounds.

Implementing a medical student interpreter training program as a strategy to developing humanism

BackgroundHumanistic care in medicine has shown to improve healthcare outcomes. Language barriers are a significant obstacle to humanistic care, and trained medical interpreters have demonstrated to effectively bridge the gap for the vulnerable limited English proficiency (LEP) patient population. One way in which medical schools can train more humanistic physicians and provide language access is through the implementation of programs to train bilingual medical students as medical interpreters. The purpose of this prospective study was to evaluate whether such training had an impact on bilingual medical student’s interpretation skills and humanistic traits.MethodsBetween 2015 and 2017, whole-day (~ 8 h) workshops on medical interpretation were offered periodically to 80 bilingual medical students at the Penn State College of Medicine. Students completed a series of questionnaires before and after the training that assessed the program’s effectiveness and its overall impact on interpretation skills and humanistic traits. Students also had the opportunity to become certified medical interpreters.ResultsThe 80 student participants were first- to third- year medical students representing 21 languages. Following training, most students felt more confident interpreting (98%) and more empathetic towards LEP patients (87.5%). Students’ scores in the multiple-choice questions about medical interpretation/role of the interpreter were also significantly improved (Chi-Square test, p < 0.05). All students who decided to take the exam were able to successfully become certified interpreters. Ninety-two percent of participants reported they would recommend the program and would be willing to serve as a future “coaches” for interpreter training workshops delivered to peer students.ConclusionsOur program was successful in increasing self-reported measures of empathy and humanism in medical students. Our data suggests that implementation of medical interpreter training programs can be a successful strategy to develop of humanism in medical students, and aid in the development of sustainable language access for LEP patients.

The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students

BackgroundThe Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). However, the conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS with professional identity, empathy and motivation, with the intention of relating RIPLS to other well-known concepts in healthcare education, in an attempt to clarify the concept of readiness.MethodsReadiness for interprofessional learning, professional identity development, empathy and motivation of students for medical school, were measured in all 6 years of the medical curriculum. The association of professional identity development, empathy and motivation with readiness was analyzed using linear regression.ResultsEmpathy and motivation significantly explained the variance in RIPLS subscale Teamwork & Collaboration. Gender and belonging to the first study year had a unique positive contribution in explaining the variance of the RIPLS subscales Positive and Negative Professional Identity, whereas motivation had no contribution. More compassionate care, as an affective component of empathy, seemed to diminish readiness for IPL. Professional Identity, measured as affirmation or denial of the identification with a professional group, had no contribution in the explanation of the variance in readiness.ConclusionsThe RIPLS is a suboptimal instrument, which does not clarify the ‘what’ and ‘how’ of IPL in a curriculum. This study suggests that students’ readiness for IPE may benefit from a combination with the cognitive component of empathy (‘Perspective taking’) and elements in the curriculum that promote autonomous motivation.

Empatía en estudiantes de medicina de la República de El Salvador: estudio transversal

ObjectiveTo evaluate empathy in medical students of the Evangelical University, Republic of El Salvador. Material and methodsA cross-sectional study was conducted in which empathy levels, as well as the reliability of the data, were measured in 640 students. The mean and standard deviation were estimated in two factors: gender and courses studied. The data were processed using bi-factorial variance analysis (modeliii), calculating the effect size, power of the test, and the possible growth potential of the empathy and of each of its components considering the gender. The level of significance was α≤.05 and β≥0.80. The SPSS 22.0 statistics program was used. ResultsDifferences were found between courses and gender. The differences between courses in empathy are due to values by males in specific components. The model of decline in empathy and in the component, compassionate care, is not fulfilled. ConclusionsThe levels of empathy between the genders were higher in males than in females, and similar in the compassionate care component. This is not consistent with the idea that women have higher levels of empathy than the men. There are differences in the behaviour of the means depending on the course and gender, and the empathy decline model is fulfilled only in two of its components. The characteristics indicated constitute the diagnosis of the empathy situation and constitute a guide to construct an intervention.