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Watari T, Houchens N, Otsuka T, Endo T, Odagawa S, Nakano Y, Kataoka H, Miwa M, Yamasaki D, Tokuda Y, Shiraishi Y, Sakaguchi K. Differences in empathy levels among physicians based on specialty: a nationwide cross-sectional study. Postgrad Med J 2023; 99:1258-1265. [PMID: 37742090 DOI: 10.1093/postmj/qgad084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Revised: 06/26/2023] [Accepted: 05/17/2023] [Indexed: 09/25/2023]
Abstract
PURPOSE OF STUDY A physician's ability to empathize is crucial for patient health outcomes, and this differs according to speciality, personal characteristics, and environmental factors. This study aimed to examine the empathy levels among physicians based on their specialities and to identify the influencing factors. STUDY DESIGN A nationwide, online, cross-sectional survey was conducted using the Nikkei Business Publication online physician member homepage. Participants were 5441 physicians in Japan registered as members of Nikkei Medical Online across 20 specialities. We used the Jefferson Scale of Empathy (JSE) to measure the physicians' empathy levels. Cronbach's alpha was 0.84. RESULTS The mean JSE score was 100.05, SD = 15.75. Multivariate analyses showed that the highest JSE scores were for general medicine [+5.58, 95% confidence interval (CI) 2.60-8.56], general surgery (+3.63, 95% CI 0.97-6.28), psychiatry (+3.47, 95% CI 1.76-5.17), and paediatrics (+1.92, 95% CI 0.11-3.73). Factors associated with higher JSE scores were being female (+5.86, 95% CI 4.68-7.04), managers (+1.11, 95% CI 0.16-2.07), working in a small hospital (+2.19, 95% CI 0.23-4.15), and with children (+3.32, 95% CI 2.29-4.36). CONCLUSIONS A significant decrease in the empathy levels was found when the parent of the participant was also a medical provider. Being a general medicine physician or a female physician in a high position who has children was positively and significantly correlated with high empathy levels.
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Affiliation(s)
- Takashi Watari
- General Medicine Center, Shimane University Hospital, Izumo city, Shimane 693-8501, Japan
- Medicine Service, VA Ann Arbor Healthcare System, Ann Arbor, MI 48105, United States
- Department of Medicine, University of Michigan Medical School, Ann Arbor, MI 48109, United States
| | - Nathan Houchens
- Medicine Service, VA Ann Arbor Healthcare System, Ann Arbor, MI 48105, United States
- Department of Medicine, University of Michigan Medical School, Ann Arbor, MI 48109, United States
| | - Tomoe Otsuka
- Faculty of Medicine, Shimane University, Shimane 693-8501, Japan
| | - Takeshi Endo
- General Medicine Center, Shimane University Hospital, Izumo city, Shimane 693-8501, Japan
| | - Seiji Odagawa
- General Medicine Center, Shimane University Hospital, Izumo city, Shimane 693-8501, Japan
| | - Yasuhisa Nakano
- Faculty of Medicine, Shimane University, Shimane 693-8501, Japan
| | - Hitomi Kataoka
- Center for Medical Education and Internationalization, Kyoto University, Kyoto city, Kyoto 606-8501, Japan
| | - Mamoru Miwa
- Nikkei Medical Online, Nikkei Business Publications, Inc., Tokyo 105-8308, Japan
| | - Daisaku Yamasaki
- Nikkei Medical Online, Nikkei Business Publications, Inc., Tokyo 105-8308, Japan
| | - Yasuharu Tokuda
- Muribushi Okinawa Center for Teaching Hospitals, Okinawa 901-2132, Japan
| | - Yoshihiko Shiraishi
- General Medicine Center, Shimane University Hospital, Izumo city, Shimane 693-8501, Japan
| | - Kota Sakaguchi
- General Medicine Center, Shimane University Hospital, Izumo city, Shimane 693-8501, Japan
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Nawa N, Numasawa M, Yamaguchi K, Morita A, Fujiwara T, Akita K. Association between the social network of medical students and their academic performance on the anatomy written examination. ANATOMICAL SCIENCES EDUCATION 2023. [PMID: 36622351 DOI: 10.1002/ase.2249] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Revised: 12/25/2022] [Accepted: 01/03/2023] [Indexed: 06/17/2023]
Abstract
Although medical students learn human anatomy within a social network of friends/classmates, limited research has examined how social network structure is related to student's performance in human anatomy examinations. This study aimed to examine the association between centrality (i.e., the degree to which a student is connected to other students in class) before the start of the anatomy laboratory and changes in centrality owing to the start of the laboratory and failing the written examination taken on the last day of the course. Data included all 211 medical students at Tokyo Medical and Dental University who took anatomy classes in 2018 and 2019. The in-class social network before the laboratory was defined as "connected" if the student had more than one connection to the same individual in terms of the type of club activity, high school, and affiliation with an extracurricular program. The laboratory group adds the connection to the prelaboratory network, resulting in a postlaboratory network. Logistic regression models were used to estimate the association of degree and eigenvector centrality and changes in centrality after the laboratory with failing the written examination. Of the 211 students, 38 failed the examination. A one standard deviation increase in eigenvector centrality before the laboratory was significantly associated with a 44% decrease in odds of failing the examination (OR: 0.56, 95% CI: 0.34, 0.92). Changes in centrality measures were not associated with the performance of students in the examination. Higher in-class network centrality was associated with lower odds of failing the written examination.
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Affiliation(s)
- Nobutoshi Nawa
- Department of Global Health Promotion, Tokyo Medical and Dental University, Tokyo, Japan
| | - Mitsuyuki Numasawa
- Institute of Education, Tokyo Medical and Dental University, Tokyo, Japan
| | - Kumiko Yamaguchi
- Institute of Education, Tokyo Medical and Dental University, Tokyo, Japan
| | - Ayako Morita
- Department of Global Health Promotion, Tokyo Medical and Dental University, Tokyo, Japan
| | - Takeo Fujiwara
- Department of Global Health Promotion, Tokyo Medical and Dental University, Tokyo, Japan
| | - Keiichi Akita
- Institute of Education, Tokyo Medical and Dental University, Tokyo, Japan
- Department of Clinical Anatomy, Tokyo Medical and Dental University, Tokyo, Japan
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The role of the virtues in CHD. Cardiol Young 2022; 32:1193-1195. [PMID: 35620926 DOI: 10.1017/s1047951122000968] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Fernández-Rodríguez LJ, Bardales-Zuta VH, San-Martín M, Delgado Bolton RC, Vivanco L. Empathy Enhancement Based on a Semiotics Training Program: A Longitudinal Study in Peruvian Medical Students. Front Psychol 2020; 11:567663. [PMID: 33192851 PMCID: PMC7658416 DOI: 10.3389/fpsyg.2020.567663] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Accepted: 10/08/2020] [Indexed: 12/30/2022] Open
Abstract
Background Empathy, as a core element of medical professionalism, is part of leadership in medicine. This attribute, predominantly cognitive, involves understanding and communication capacity. Empathy can be enhanced with courses on medical semiotics. It appears adequate to apply this enhancement in the early stages of professional training. Based on this, this study was performed with the purpose of demonstrating the positive effect that an academic course on medical semiotics has on the development of empathy in medical students. Methods A quasi-experimental study was conducted in one School of Medicine in Peru, where medical students had to attend a 17-week course on medical semiotics as part of their regular training. The sample, composed by 269 students, included two cohorts of third-year medical students. As main measures, the Jefferson Scales of Empathy (JSE), inter-professional collaboration (JSAPNC), and lifelong learning (JeffSPLL), were used. In addition, students’ scores evaluating theoretical and practical aspects of the course were collected once the course was finished. Pre- and post-tests were administered in week 1 and in week 17. Analyses compared measures in both moments and in time. Inter-professional collaboration and lifelong learning scores and empathy scores were used as discriminant and convergent validity measures of students’ course scores, respectively. Results Gender differences on empathy appeared, but only at the beginning. In the entire sample, empathy enhancement was confirmed in time (p < 0.001), with a large effect size (r = 0.45). This effect was also observed in both gender groups, separately. On the contrary, no changes appeared in inter-professional collaboration and in lifelong learning abilities in time. In addition, a positive correlation was observed among empathy, inter-professional collaboration and lifelong learning abilities at the beginning and at the end, confirming that the improvement observed was specific for empathy and explained by the educational intervention assessed. Conclusion These findings bring empiric evidence supporting the positive effect that training in medical semiotics has on empathy. In addition, these findings highlight some gender differences in the development of empathy in medical students.
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Affiliation(s)
| | | | | | - Roberto C Delgado Bolton
- Department of Diagnostic Imaging (Radiology) and Nuclear Medicine, University Hospital San Pedro, Logroño, Spain.,Platform of Bioethics and Medical Education, Centre for Biomedical Research of La Rioja (CIBIR), Logroño, Spain.,National Centre of Documentation on Bioethics, Rioja Health Foundation, Logro o, Spain
| | - Luis Vivanco
- Platform of Bioethics and Medical Education, Centre for Biomedical Research of La Rioja (CIBIR), Logroño, Spain.,National Centre of Documentation on Bioethics, Rioja Health Foundation, Logro o, Spain
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Childs-Kean L, Edwards M, Smith MD. Use of Personality Frameworks in Health Science Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7231. [PMID: 32934378 PMCID: PMC7473231 DOI: 10.5688/ajpe7231] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2018] [Accepted: 02/24/2020] [Indexed: 06/11/2023]
Abstract
Objectives. To review the use of personality frameworks by educators as a tool to increase self-awareness in health professions students. Findings. After screening titles, abstracts, and/or the full text of the 415 articles identified in an initial search, 71 articles involving personality frameworks were included in the study. Several different personality frameworks, including the Five-Factor Model, Myers-Briggs Type Indicator, the Rational Experiential Inventory, and the CliftonStrengths assessment, were used in various health science education disciplines, including medicine, nursing, and pharmacy. Most publications were descriptive in nature and only reported on the personality attributes of the given research cohort. Some studies correlated personality framework results with either learning or non-cognitive outcomes. Very few studies described using personality frameworks as a tool for self-awareness and growth. Summary. While some personality frameworks have been used in health science education for multiple purposes, there is currently a lack of published evidence documenting the use of these frameworks for self-awareness in students.
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Affiliation(s)
| | - Mary Edwards
- University of Florida, Health Science Center Libraries, Gainesville, Florida
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Hojat M, Shannon SC, DeSantis J, Speicher MR, Bragan L, Calabrese LH. Does Empathy Decline in the Clinical Phase of Medical Education? A Nationwide, Multi-Institutional, Cross-Sectional Study of Students at DO-Granting Medical Schools. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:911-918. [PMID: 31977341 PMCID: PMC7242173 DOI: 10.1097/acm.0000000000003175] [Citation(s) in RCA: 44] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
PURPOSE To examine differences in students' empathy in different years of medical school in a nationwide study of students of U.S. DO-granting medical schools. METHOD Participants in this cross-sectional study included 10,751 students enrolled in 41 of 48 campuses of DO-granting medical schools in the United States (3,616 first-year, 2,764 second-year, 2,413 third-year, and 1,958 fourth-year students). They completed a web-based survey at the end of the 2017-2018 academic year that included the Jefferson Scale of Empathy and the Infrequency Scale of the Zuckerman-Kuhlman Personality Questionnaire for measuring "good impression" response bias. Comparisons were made on empathy scores among students in different years of medical school using analysis of covariance, controlling for the effect of "good impression" response bias. Also, comparisons were made with preexisting data from students of U.S. MD-granting medical schools. RESULTS A statistically significant decline in empathy scores was observed when comparing students in the preclinical (years 1 and 2) and the clinical (years 3 and 4) phases of medical school (P < .001); however, the magnitude of the decline was negligible (effect size =0.13). Comparison of findings with MD students showed that while the pattern of empathy decline was similar, the magnitude of the decline was less pronounced in DO students. CONCLUSIONS Differences in DO-granting and MD-granting medical education systems, such as emphasis on provision of holistic care, hands-on approaches to diagnosis and treatment, and patient-centered care, provide plausible explanations for disparity in the magnitude of empathy decline in DO compared with MD students. More research is needed to examine changes in empathy in longitudinal study and explore reasons for changes to avert erosion of empathy in medical school.
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Affiliation(s)
- Mohammadreza Hojat
- M. Hojat is research professor of psychiatry and human behavior, Department of Psychiatry and Human Behavior, and director, Jefferson Longitudinal Study of Medical Education, Asano-Gonnella Center for Research in Medical Education and Health Care, and Department of Psychiatry and Human Behavior, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania; ORCID: https:///orcid.org/0000-0002-8841-3269
| | - Stephen C. Shannon
- S.C. Shannon is emeritus president, American Association of Colleges of Osteopathic Medicine, Bethesda, Maryland
| | - Jennifer DeSantis
- J. DeSantis is senior research study analyst, Asano-Gonnella Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania
| | - Mark R. Speicher
- M.R. Speicher is senior vice president for medical education and research, American Association of Colleges of Osteopathic Medicine, Bethesda, Maryland
| | - Lynn Bragan
- L. Bragan is project manager, American Association of Colleges of Osteopathic Medicine, Bethesda, Maryland
| | - Leonard H. Calabrese
- L.H. Calabrese is professor of medicine, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, R.J. Fasenmyer Chair of clinical immunology, Theodore F. Classen DO Chair of osteopathic research and education, and vice chair, Department of Rheumatic and Immunologic Diseases, Cleveland Clinic, Cleveland, Ohio
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Hojat M, Shannon SC, DeSantis J, Speicher MR, Bragan L, Calabrese LH. Empathy in Medicine National Norms for the Jefferson Scale of Empathy: A Nationwide Project in Osteopathic Medical Education and Empathy (POMEE). J Osteopath Med 2020; 119:520-532. [PMID: 31355891 DOI: 10.7556/jaoa.2019.091] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Context National norms are necessary to assess individual scores from validated instruments. Before undertaking this study, no national norms were available on empathy scores. The Project in Osteopathic Medical Education and Empathy (POMEE) provided a unique opportunity to develop the first national norms for medical students. Objective To develop national norms for the assessments of osteopathic medical students' empathy scores on the broadly used and well-validated Jefferson Scale of Empathy (JSE) at all levels of osteopathic medical school education. Methods Participants were students from 41 of 48 participating campuses of osteopathic medical schools. Students were invited to complete a web-based survey, which included the JSE, in the 2017-2018 academic year. Results A total of 16,149 completed surveys were used to create national norm tables. Three national norm tables were developed for first-year matriculants and for students in preclinical (years 1 and 2) and clinical (years 3 and 4) phases of medical school. The norm tables allow any raw score on the JSE for male and female osteopathic medical students from matriculation to graduation to be converted to a percentile rank to assess an individual's score against national data. Conclusions National norms developed in this project, for men and women and at different levels of medical school education, can not only be used for the assessment of student's individual scores on the JSE, but can also serve as a supplementary measure for admissions to medical school and postgraduate medical education programs.
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Yi K, Kang M, Li D, Wang Z, Bai J, Xu H, Ma S. A multi-institutional and cross-sectional study on empathy in Chinese medical students: differences by student cadre or not, future career preference, and father's education status. BMC MEDICAL EDUCATION 2020; 20:24. [PMID: 31992284 PMCID: PMC6988276 DOI: 10.1186/s12909-020-1935-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2019] [Accepted: 01/13/2020] [Indexed: 05/27/2023]
Abstract
BACKGROUND The aims of this study were to examine the factor structure of the Chinese version of the Jefferson Scale of Empathy for medical students (JSE-S) and investigate differences in empathy scores among Chinese medical students according to gender, student cadre or not, future career preference, and parents' education. METHODS Medical students from three universities completed an online questionnaire containing the JSE-S. Exploratory factor analysis was conducted to determine the factor structure, and group comparisons of empathy scores were examined via t-tests and analysis of variance. RESULTS Four factors emerged from the factor analysis: "perspective taking," "compassionate care," "standing in the patient's shoes," and an uninterpretable factor. The results indicated that students who were female, held positions as student cadres, preferred to become a doctor, and whose fathers had a high school education or below tended to have more empathy. CONCLUSIONS Overall, the findings provide information on the dimensions of empathy applicable to Chinese medical students and confirm the factors found in the original measure. The dimensions have implications for developing empathy among medical students throughout the world. Educators can use the information to design interventions to foster empathy among students in the context of medical education reform in many countries, including China.
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Affiliation(s)
- Kangqi Yi
- School of Public Health, Fudan University, Shanghai, China
| | - Mingyi Kang
- Experimental Teaching Center of Basic Medical Science, School of Basic Medical Sciences, Fudan University, Shanghai, China
| | - Dongju Li
- Experimental Teaching Center of Basic Medical Science, School of Basic Medical Sciences, Fudan University, Shanghai, China
| | - Zhipeng Wang
- School of Social Development and Public Policy, Fudan University, Shanghai, China
| | - Jinsong Bai
- Experimental Teaching Center of Basic Medical Science, School of Basic Medical Sciences, Fudan University, Shanghai, China
| | - Huiming Xu
- Shimen Second Road Community Health Service Center, Shanghai, China
| | - Shulan Ma
- Experimental Teaching Center of Basic Medical Science, School of Basic Medical Sciences, Fudan University, Shanghai, China.
- Medical Education and Medical Humanities Research Center, School of Basic Medical Sciences, Fudan University, P.O. Box 192, 138 Yi-Xue-Yuan Road, Shanghai, 200032, China.
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Mullikin TC, Shahi V, Grbic D, Pawlina W, Hafferty FW. First Year Medical Student Peer Nominations of Professionalism: A Methodological Detective Story about Making Sense of Non-Sense. ANATOMICAL SCIENCES EDUCATION 2019; 12:20-31. [PMID: 29569347 DOI: 10.1002/ase.1782] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2017] [Revised: 02/17/2018] [Accepted: 02/21/2018] [Indexed: 06/08/2023]
Abstract
This article explores the assessment of professionalism within a cohort of medical students during a sequential 13-week medical school histology and anatomy course. Across seven data points, students were asked to identify a professionalism role model from amongst their peers and to score Likert-structured rationales for their decision. Based on density scores, an initial social network analysis identified six peer-nomination "stars." However, analysis of these stars revealed considerable variability and random-like "noise" in both the nomination and explanation data sets. Subsequent analyses of both data sets explored the possibility of underlying patterns in this noise using tests of reliability, principal components factor analysis, and fixed-effects regression analysis. These explorations revealed the presence of two dimensions (professional vs. supportive) in how students sought to explain their nomination decisions. Although data variability remained quite high, significantly less variability was present in the professional than in the supportive dimension, suggesting that academic helpfulness rationales are both empirically distinct and more mutable than rationales grounded in professionalism-related factors. In addition, data showed that the greater the stability in one's choice of a professionalism role model nomination over the T1-T7 data periods, the more stable one's reasons for that nomination-both for professionalism and supportive dimensions. Results indicate that while peer assessment of professionalism by first-year medical students may not be very reliable, students can differentiate between more personal and professional factors, even at this early stage in their professional development. Formal instruction within the pre-clinical curriculum should recognize and address this distinction. Anat Sci Educ. © 2018 American Association of Anatomists.
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Affiliation(s)
- Trey C Mullikin
- Department of Radiation Oncology Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
| | - Varun Shahi
- Department of Emergency Medicine, University of California Los Angeles Medical Center, Los Angeles, California
| | - Douglas Grbic
- Association of American Medical Colleges, District of Columbia, Washington
| | - Wojciech Pawlina
- Department of Anatomy Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
- Program in Professionalism and Values, Mayo Clinic, Rochester, Minnesota
| | - Frederic W Hafferty
- Program in Professionalism and Values, Mayo Clinic, Rochester, Minnesota
- Department of General Internal Medicine, Mayo Clinic, Rochester, Minnesota
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Hojat M, DeSantis J, Shannon SC, Mortensen LH, Speicher MR, Bragan L, LaNoue M, Calabrese LH. The Jefferson Scale of Empathy: a nationwide study of measurement properties, underlying components, latent variable structure, and national norms in medical students. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2018; 23:899-920. [PMID: 29968006 PMCID: PMC6245107 DOI: 10.1007/s10459-018-9839-9] [Citation(s) in RCA: 102] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2018] [Accepted: 06/18/2018] [Indexed: 05/22/2023]
Abstract
The Jefferson Scale of Empathy (JSE) is a broadly used instrument developed to measure empathy in the context of health professions education and patient care. Evidence in support of psychometrics of the JSE has been reported in health professions students and practitioners with the exception of osteopathic medical students. This study was designed to examine measurement properties, underlying components, and latent variable structure of the JSE in a nationwide sample of first-year matriculants at U.S. colleges of osteopathic medicine, and to develop a national norm table for the assessment of JSE scores. A web-based survey was administered at the beginning of the 2017-2018 academic year which included the JSE, a scale to detect "good impression" responses, and demographic/background information. Usable surveys were received from 6009 students enrolled in 41 college campuses (median response rate = 92%). The JSE mean score and standard deviation for the sample were 116.54 and 10.85, respectively. Item-total score correlations were positive and statistically significant (p < 0.01), and Cronbach α = 0.82. Significant gender differences were observed on the JSE scores in favor of women. Also, significant differences were found on item scores between top and bottom third scorers on the JSE. Three factors of Perspective Taking, Compassionate Care, and Walking in Patient's Shoes emerged in an exploratory factor analysis by using half of the sample. Results of confirmatory factor analysis with another half of the sample confirmed the 3-factor model. We also developed a national norm table which is the first to assess students' JSE scores against national data.
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Affiliation(s)
- Mohammadreza Hojat
- Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University, 1015 Walnut Street, Suite 320, Philadelphia, PA, 19107, USA.
| | - Jennifer DeSantis
- Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University, 1015 Walnut Street, Suite 320, Philadelphia, PA, 19107, USA
| | - Stephen C Shannon
- American Association of Colleges of Osteopathic Medicine, Bethesda, MD, USA
| | - Luke H Mortensen
- American Association of Colleges of Osteopathic Medicine, Bethesda, MD, USA
| | - Mark R Speicher
- American Association of Colleges of Osteopathic Medicine, Bethesda, MD, USA
| | - Lynn Bragan
- American Association of Colleges of Osteopathic Medicine, Bethesda, MD, USA
| | - Marianna LaNoue
- Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University, 1015 Walnut Street, Suite 320, Philadelphia, PA, 19107, USA
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Ramakrishnan P, Baccari A, Ramachandran U, Ahmed SF, Koenig HG. Teachers' and Parents' Perspectives on a Curricular Subject of "Religion and Spirituality" for Indian Schools: A Pilot Study Toward School Mental Health Program. JOURNAL OF RELIGION AND HEALTH 2018; 57:1330-1349. [PMID: 28819897 DOI: 10.1007/s10943-017-0474-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Religious-spiritual (R/S) education helps medical students cope with caregiving stress and gain skills in interpersonal empathy needed for clinical care. Such R/S education has been introduced into K-12 and college curricula in some developed nations and has been found to positively impact student's mental health. Such a move has not yet been seen in the Indian education system. This paper aimed to examine perspectives of teachers and parents in India on appropriateness, benefits, and challenges of including R/S education into the school curriculum and also to gather their impressions on how a R/S curriculum might promote students' health. A cross-sectional study of religiously stratified sample of teachers and parents was initiated in three preselected schools in India and the required sample size (N = 300) was reached through snowballing technique. A semi-structured questionnaire, with questions crafted from "Religion and Spirituality in Medicine, Physicians Perspective" (RSMPP) and "American Academy of Religion's (AAR) Guidelines for Religious Literacy," was used to determine participants' perspectives. Findings revealed that teachers' and parents' "comfort in integrating R/S into school curriculum" was associated with their gender (OR 1.68), education status (OR 1.05), and intrinsic religiosity (OR 1.05). Intrinsic religiosity was significantly (p = 0.025) high among parents while "intrinsic spirituality" was high (p = 0.020) among teachers. How participants' R/S characteristics influence their support of R/S education in school is discussed. In conclusion, participants believe R/S education will fosters students' emotional health and interpersonal skills needed for social leadership. A curriculum that incorporates R/S education, which is based on AAR guidelines and clinically validated interpersonal spiritual care tools would be acceptable to both teachers and parents.
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Affiliation(s)
- Parameshwaran Ramakrishnan
- AdiBhat Foundation, New Delhi, India.
- Harvard Divinity School, Harvard University, 42 Francis Avenue, Cambridge, MA, 02138, USA.
| | - Andrew Baccari
- Harvard Divinity School, Harvard University, 42 Francis Avenue, Cambridge, MA, 02138, USA
| | - Uma Ramachandran
- Indus World School, 61/21, Badshahpur-Darbaripur Road, Sector 70, Gurgaon, Haryana, 122001, India
| | - Syed Faiz Ahmed
- Guidance High School, Hyderabad, Telangana, India
- Central Research Institute of Unani Medicine, Hyderabad, Telangana, India
| | - Harold G Koenig
- Duke University Medical Center, Durham, NC, USA
- King Abdulaziz University, Jeddah, Saudi Arabia
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Spivak B, Batagol B, Sifris A, Williams B. Measuring empathy in undergraduate law students: Examining the factorial validity of the Jefferson Scale of Empathy - Law Students (JSE-LS). INTERNATIONAL JOURNAL OF LAW AND PSYCHIATRY 2018; 58:143-149. [PMID: 29853004 DOI: 10.1016/j.ijlp.2018.01.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2017] [Revised: 01/09/2018] [Accepted: 01/25/2018] [Indexed: 06/08/2023]
Abstract
Several scholars have hypothesised a link between empathy and a range of important outcomes for law students including well-being, mental health and the development of effective client-lawyer relationships. However, few studies have examined these claims empirically. Empirical investigation of empathy among law students requires effective methods of measuring empathy. The present study sought to examine an instrument designed specifically to measure empathy among law students - the Jefferson Empathy Scale - Law Students (JSE-LS). The study involved examining the internal consistency and factor structure of the instrument using a sample of 276 Australian undergraduate law students. The study found that a four-factor solution was optimal for the dataset. Two of the factors were readily interpretable with previous literature, however the remaining two factors were unstable, suggesting the need for further revision of the instrument. Recommendations for revising the JSE-LS to better measure empathy are discussed.
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Affiliation(s)
- Benjamin Spivak
- Centre for Forensic Behavioural Sciences, Swinburne University of Technology, 505 Hoddle street, Clifton Hill, Victoria, Australia.
| | | | | | - Brett Williams
- Department of Community Emergency Health and Paramedic Practice, Monash University, Australia; Division of Paramedicine, School of Medicine, University of Tasmania, Australia
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Anglim J, Bozic S, Little J, Lievens F. Response distortion on personality tests in applicants: comparing high-stakes to low-stakes medical settings. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2018; 23:311-321. [PMID: 29022186 DOI: 10.1007/s10459-017-9796-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2017] [Accepted: 09/28/2017] [Indexed: 06/07/2023]
Abstract
The current study examined the degree to which applicants applying for medical internships distort their responses to personality tests and assessed whether this response distortion led to reduced predictive validity. The applicant sample (n = 530) completed the NEO Personality Inventory whilst applying for one of 60 positions as first-year post-graduate medical interns. Predictive validity was assessed using university grades, averaged over the entire medical degree. Applicant responses for the Big Five (i.e., neuroticism, extraversion, openness, conscientiousness, and agreeableness) and 30 facets of personality were compared to a range of normative samples where personality was measured in standard research settings including medical students, role model physicians, current interns, and standard young-adult test norms. Applicants had substantially higher scores on conscientiousness, openness, agreeableness, and extraversion and lower scores on neuroticism with an average absolute standardized difference of 1.03, when averaged over the normative samples. While current interns, medical students, and especially role model physicians do show a more socially desirable personality profile than standard test norms, applicants provided responses that were substantially more socially desirable. Of the Big Five, conscientiousness was the strongest predictor of academic performance in both applicants (r = .11) and medical students (r = .21). Findings suggest that applicants engage in substantial response distortion, and that the predictive validity of personality is modest and may be reduced in an applicant setting.
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Affiliation(s)
- Jeromy Anglim
- School of Psychology, Deakin University, Locked Bag 20000, Geelong, 3220, Australia.
| | - Stefan Bozic
- School of Psychology, Deakin University, Locked Bag 20000, Geelong, 3220, Australia
| | | | - Filip Lievens
- Department of Personnel Management, Work and Organizational Psychology, Ghent University, Ghent, Belgium
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Jordan J, Linden JA, Maculatis MC, Hern HG, Schneider JI, Wills CP, Marshall JP, Friedman A, Yarris LM. Identifying the Emergency Medicine Personality: A Multisite Exploratory Pilot Study. AEM EDUCATION AND TRAINING 2018; 2:91-99. [PMID: 30051075 PMCID: PMC6001604 DOI: 10.1002/aet2.10078] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2017] [Revised: 11/27/2017] [Accepted: 12/06/2017] [Indexed: 06/08/2023]
Abstract
OBJECTIVES This study aimed to understand the personality characteristics of emergency medicine (EM) residents and assess consistency and variations among residency programs. METHODS In this cross-sectional study, a convenience sample of residents (N = 140) at five EM residency programs in the United States completed three personality assessments: the Hogan Personality Inventory (HPI)-describing usual tendencies; the Hogan Development Survey (HDS)-describing tendencies under stress or fatigue; and the Motives, Values, and Preferences Inventory (MVPI)-describing motivators. Differences between EM residents and a normative population of U.S. physicians were examined with one-sample t-tests. Differences between EM residents by program were analyzed using one-way analysis of variance tests. RESULTS One-hundred forty (100%), 124 (88.6%), and 121 (86.4%) residents completed the HPI, HDS, and MVPI, respectively. For the HPI, residents scored lower than the norms on the adjustment, ambition, learning approach, inquisitive, and prudence scales. For the HDS, residents scored higher than the norms on the cautious, excitable, reserved, and leisurely scales, but lower on bold, diligent, and imaginative scales. For the MVPI, residents scored higher than the physician population norms on altruistic, hedonistic, and aesthetics scales, although lower on the security and tradition scales. Residents at the five programs were similar on 22 of 28 scales, differing on one of 11 scales of the HPI (interpersonal sensitivity), two of 11 scales of the HDS (leisurely, bold), and three of 10 scales of the MVPI (aesthetics, commerce, and recognition). CONCLUSIONS Our findings suggest that the personality characteristics of EM residents differ considerably from the norm for physicians, which may have implications for medical students' choice of specialty. Additionally, results indicated that EM residents at different programs are comparable in many areas, but moderate variation in personality characteristics exists. These results may help to inform future research incorporating personality assessment into the resident selection process and the training environment.
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Affiliation(s)
- Jaime Jordan
- Department of Emergency MedicineDavid Geffen School of Medicine at UCLADepartment of Emergency MedicineHarbor‐UCLA Medical CenterTorranceCA
| | - Judith A. Linden
- Department of Emergency MedicineBoston University School of MedicineBoston Medical CenterBostonMA
| | | | - H. Gene Hern
- Department of Emergency MedicineUCSF School of MedicineOaklandCA
- Alameda Health System–Highland HospitalOaklandCA
| | - Jeffrey I. Schneider
- Department of Emergency MedicineBoston University School of MedicineBoston Medical CenterBostonMA
| | - Charlotte P. Wills
- Department of Emergency MedicineUCSF School of MedicineOaklandCA
- Alameda Health System–Highland HospitalOaklandCA
| | - John P. Marshall
- Department of Emergency Medicine, Maimonides Medical CenterBrooklynNY
| | | | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health and Science UniversityPortlandOR
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Jung SS, Park KH, Roh H, Yune SJ, Lee GH, Chun K. Research trends in studies of medical students' characteristics: a scoping review. KOREAN JOURNAL OF MEDICAL EDUCATION 2017; 29:137-152. [PMID: 28870017 PMCID: PMC5583429 DOI: 10.3946/kjme.2017.60] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/22/2017] [Revised: 07/26/2017] [Accepted: 07/31/2017] [Indexed: 06/07/2023]
Abstract
The purpose of this study is to investigate domestic and international research trends in studies of medical students' characteristics by using the scoping review methods. This study adopted the scoping review to assess papers on the characteristics of medical students. The procedure of research was carried out according to the five steps of the scoping review. The full texts of 100 papers are obtained and are read closely, after which suitable 88 papers are extracted by us for this research. The review is mapped by the year of the study, source, location, author, research design, research subject, objective, and key results. The frequency is analyzed by using Microsoft Excel and SPSS. We found 70 papers (79.5%) on a single medical school, 15 (17.0%) on multiple medical schools, and three (3.4%) on mixed schools, including medical and nonmedical schools. Sixty-nine (79.5%) were cross-sectional studies and 18 (20.5%) were longitudinal studies. Eighty-two papers (93.2%) adopted questionnaire surveys. We summarized research trends of studies on medical students in Korea and overseas by topic, and mapped them into physical health, mental health, psychological characteristics, cognitive characteristics, social characteristics, and career. This study provides insights into the future directions of research for the characteristics of medical students.
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Affiliation(s)
- Sung Soo Jung
- Department of Internal Medicine, Chungnam National University College of Medicine, Daejeon, Korea
| | - Kwi Hwa Park
- Department of Medical Education, Gachon University College of Medicine, Incheon, Korea
| | - HyeRin Roh
- Department of Medical Education and the Institute of Medical Humanities, Inje University College of Medicine, Korea
| | - So Jung Yune
- Department of Medical Education, Pusan National University College of Medicine, Busan, Korea
| | - Geon Ho Lee
- Department of Family Medicine, Catholic University of Daegu School of Medicine, Daegu, Korea
| | - Kyunghee Chun
- Head Office for Educational Innovation, Tongmyong University, Busan, Korea
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O’Sullivan DM, Moran J, Corcoran P, O’Flynn S, O’Tuathaigh C, O’Sullivan AM. Medical school selection criteria as predictors of medical student empathy: a cross-sectional study of medical students, Ireland. BMJ Open 2017; 7:e016076. [PMID: 28765129 PMCID: PMC5642670 DOI: 10.1136/bmjopen-2017-016076] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
OBJECTIVES To determine whether performance in any of the Health Professions Admissions Test (HPAT) sections, most specifically the interpersonal understanding section, correlates with self-reported empathy levels in medical students. SETTING The study was conducted in University College Cork, Ireland. PARTICIPANTS 290 students participated in the study. Matching HPAT scores were available for 263 students. All male and female undergraduate students were invited to participate. Postgraduate and international students were excluded. PRIMARY AND SECONDARY OUTCOME MEASURES Primary measures: HPAT-Ireland and Jefferson Scale of Physician Empathy (JSE) scores were compared including subsection analysis. Secondary measures: comparisons were made between groups such as gender and year of programme. RESULTS A total of 290 students participated. Males scored significantly higher than females for total HPAT-Ireland (U=7329, z=-2.04, p<0.05), HPAT-Ireland section 1 (U=5382, z=-5.21, p<0.001) and section 3 scores (U=6833, z=-2.85, p<0.01). In contrast, females scored significantly higher than males on HPAT-Ireland section 2 (U=5844, z=-4.46, p<0.001). Females demonstrated significantly higher total JSE scores relative to males (mean score ± SEM: 113.33±1.05vs 109.21±0.95; U=8450, z=-2.83, p<0.01). No significant association was observed between JSE scores and any of the HPAT-Ireland measures (all p>0.05). There was no effect of programme year on JSE scores (all p>0.05). CONCLUSION The introduction of the HPAT-Ireland test was partly designed to identify students with strong interpersonal skills. A significant finding of this study is that JSE values did not correlate with HPAT-Ireland scores. This study suggests no clear link between scores on a selection test, the HPAT-Ireland, which is designed to assess several skill domains including interpersonal skills, and scores on a psychometric measure of empathy, at any point during medical education.
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Affiliation(s)
- Donnchadh M O’Sullivan
- School of Medicine, University College Cork, Brookfield Health Sciences Complex, Cork, Ireland
| | - Joseph Moran
- Department of General Practice, Western Gateway Building, University College Cork, Cork, Ireland
| | - Paul Corcoran
- Department of Epidemiology and Public Health, Western Gateway Building, University College Cork, Cork, Ireland
| | - Siun O’Flynn
- School of Medicine, University College Cork, Brookfield Health Sciences Complex, Cork, Ireland
| | - Colm O’Tuathaigh
- School of Medicine, University College Cork, Brookfield Health Sciences Complex, Cork, Ireland
| | - Aoife M O’Sullivan
- School of Medicine, University College Cork, Brookfield Health Sciences Complex, Cork, Ireland
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Empathy, loneliness, burnout, and life satisfaction in Chilean nurses of palliative care and homecare services. ENFERMERIA CLINICA 2017; 27:379-386. [PMID: 28587755 DOI: 10.1016/j.enfcli.2017.04.007] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2016] [Revised: 04/12/2017] [Accepted: 04/20/2017] [Indexed: 12/15/2022]
Abstract
INTRODUCTION Empathy has been described as an essential competence of healthcare professionals who are working in palliative care and homecare services. In these services, usually accompanied by a high risk of physical and emotional burnout, empathy can play an important role in the improvement of occupational wellbeing. The aim of this study was to confirm the role of empathy in the prevention of loneliness and burn out, and in the promotion of life satisfaction. METHODS In 2016, an observational study was carried out in Chile with professional nurses who were working in palliative care and homecare services. Empathy with the patients, loneliness, life satisfaction, and burnout were measured using psychometric scales. Correlation analyses were applied to confirm relationships among the elements measured. RESULTS In a sample of 64 participants, positive correlations were confirmed between empathy and life satisfaction (P = 0.40; p = 0.003), and between empathy and professional experience (P = 0.29; p = 0.04). On the other hand, inverse correlations were confirmed between empathy and burnout (P = -0.38; p = 0. 01), and between empathy and loneliness (P = -0.41; p = 0.004). CONCLUSIONS These findings confirm the important role that empathy plays in the prevention of loneliness and burnout, and in the promotion of life satisfaction. Evidence found suggests that empathetic abilities can be improved by the professional experience.
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Damiano RF, DiLalla LF, Lucchetti G, Dorsey JK. Empathy in Medical Students Is Moderated by Openness to Spirituality. TEACHING AND LEARNING IN MEDICINE 2017; 29:188-195. [PMID: 27997222 DOI: 10.1080/10401334.2016.1241714] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
THEORY 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.
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Affiliation(s)
- Rodolfo F Damiano
- a Pontifical Catholic University of São Paulo , Sorocaba , Brazil
- b Southern Illinois University , Carbondale , Illinois , USA
| | - Lisabeth F DiLalla
- c Family and Community Medicine , Southern Illinois University School of Medicine , Carbondale , Illinois , USA
| | - Giancarlo Lucchetti
- d School of Medicine , Federal University of Juiz de Fora , Minas Gerais , Brazil
| | - J Kevin Dorsey
- e Department of Medical Education , Southern Illinois University School of Medicine , Springfield , Illinois , USA
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Hojat M, DeSantis J, Gonnella JS. Patient Perceptions of Clinician's Empathy: Measurement and Psychometrics. J Patient Exp 2017; 4:78-83. [PMID: 28725866 PMCID: PMC5513637 DOI: 10.1177/2374373517699273] [Citation(s) in RCA: 47] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
The prominence of reciprocal understanding in patient-doctor empathic engagement implies that patient perception of clinician's empathy has an important role in the assessment of the patient-clinician relationship. In response to a need for an assessment tool to measure patient's views of clinician empathy, we developed a brief (5-item) instrument, the Jefferson Scale of Patient Perceptions of Physician Empathy (JSPPPE). This review article reports evidence in support of the validity and reliability of the JSPPPE.
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Affiliation(s)
- Mohammadreza Hojat
- Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, PA, USA
| | - Jennifer DeSantis
- Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, PA, USA
| | - Joseph S Gonnella
- Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, PA, USA
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Ferreira-Valente A, Costa P, Elorduy M, Virumbrales M, Costa MJ, Palés J. Psychometric properties of the Spanish version of the Jefferson Scale of Empathy: making sense of the total score through a second order confirmatory factor analysis. BMC MEDICAL EDUCATION 2016; 16:242. [PMID: 27647296 PMCID: PMC5028960 DOI: 10.1186/s12909-016-0763-5] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2015] [Accepted: 09/06/2016] [Indexed: 05/06/2023]
Abstract
BACKGROUND Empathy is a key aspect of the physician-patient interactions. The Jefferson Scale of Empathy (JSE) is one of the most used empathy measures of medical students. The development of cross-cultural empathy studies depends on valid and reliable translations of the JSE. This study sought to: (1) adapt and assess the psychometric properties in Spanish students of the Spanish JSE validated in Mexican students; (2) test a second order latent factor model. METHODS The Spanish JSE was adapted from the Spanish JSE-S, resulting in a final version of the measure. A non-probabilistic sample of 1104 medical students of two Spanish medical schools completed a socio-demographic and the Spanish JSE-S. Descriptive statistics, along with a confirmatory factor analysis, the average variance extracted (AVE), Cronbach's alphas and composite reliability (CR) coefficients were computed. An independent samples t-test was performed to access sex differences. RESULTS The Spanish JSE-S demonstrated acceptable to good sensitivity (individual items - except for item 2 - and JSE-S total score: -2.72 < Sk < 0.35 and -0.77 < Ku < 7.85), convergent validity (AVE: between 0.28 and 0.45) and reliability (Cronbach's alphas: between 0.62 and 0.78; CR: between 0.62 and 0.87). The confirmatory factor analysis supported the three-factor solution and the second order latent factor model. CONCLUSIONS The findings provide support for the sensitivity, construct validity and reliability of the adapted Spanish JSE-S with Spanish medical students. Data confirm the hypothesized second order latent factor model. This version may be useful in future research examining empathy in Spanish medical students, as well as in cross-cultural studies.
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Affiliation(s)
- Alexandra Ferreira-Valente
- University of Minho, School of Health Sciences, Life and Health Sciences Research Institute, Campus de Gualtar, 4710-057 Braga, Portugal
| | - Patrício Costa
- University of Minho, School of Health Sciences, Life and Health Sciences Research Institute, Campus de Gualtar, 4710-057 Braga, Portugal
| | - Marta Elorduy
- Universitat Internacional de Catalunya, School of Medicine and Health Sciences, Josep Trueta s/n 08165 Sant Cugat del Vallès, Barcelona, Spain
| | - Montserrat Virumbrales
- Universitat Internacional de Catalunya, School of Medicine and Health Sciences, Josep Trueta s/n 08165 Sant Cugat del Vallès, Barcelona, Spain
| | - Manuel J. Costa
- University of Minho, School of Health Sciences, Life and Health Sciences Research Institute, Campus de Gualtar, 4710-057 Braga, Portugal
| | - Jorge Palés
- University of Barcelona, School of Medicine, Casanova 143, 08036 Barcelona, Spain
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Ciarrochi J, Parker PD, Sahdra BK, Kashdan TB, Kiuru N, Conigrave J. When Empathy Matters: The Role of Sex and Empathy in Close Friendships. J Pers 2016; 85:494-504. [PMID: 27012715 DOI: 10.1111/jopy.12255] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Based on prior theory and research (Ciarrochi & Heaven, 2009; Eagly & Wood, 1999), we hypothesized that the link between empathy and friendship would be moderated by sex: Girls will nominate empathic boys as friends, whereas boys will not tend to nominate empathic girls. We collected measures of empathy, friendship social support, and close friendship nominations in grade 10 across 1,970 students in 16 schools (Mage = 15.70, SD = .44; males = 993, females = 977). Multilevel models revealed that boys high in cognitive empathy attracted an average of 1.8 more girl friendship nominations than did their low empathy counterparts, whereas empathic girls did not attract a greater number of opposite-sex friends. In addition, the more friendship nominations a boy received from either boys or girls, the more they felt supported by their friends; the number of friendship nominations received by girls, in contrast, had no effect on their felt support by friends. Regardless of the quantity of friendship nominations, empathy was linked to more supportive friendships for both males and females. These results inform a contextual understanding of the role of empathy in selecting and maintaining friendships.
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Affiliation(s)
- Joseph Ciarrochi
- Institute of Positive Psychology and Education, Australian Catholic University
| | - Philip D Parker
- Institute of Positive Psychology and Education, Australian Catholic University
| | - Baljinder K Sahdra
- Institute of Positive Psychology and Education, Australian Catholic University
| | | | | | - James Conigrave
- Institute of Positive Psychology and Education, Australian Catholic University
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