The Devil is in the Third Year: A Longitudinal Study of Erosion of Empathy in Medical School
The Devil is in the Third Year: A Longitudinal Study of Erosion of Empathy in Medical School
复制标题
DOI：
10.1097/acm.0b013e3181b17e55
复制
发表时间：
2009-09-01
影响因子：
7.4
通讯作者：
Gonnella, Joseph S.
中科院分区：
文献类型：
--
作者：
Hojat, Mohammadreza;Vergare, Michael J.;Gonnella, Joseph S.
PurposeThis纵向研究旨在检查医学院期间医学生共情的变化，并确定何时发生最显著的变化。MethodFour hundred五十六名学生于2002年（n = 227）和2004年（n = 229）进入杰斐逊医学院，在五个不同的时间完成了杰斐逊医生共情量表：在进入医学院的入学日和随后的每学年结束时。对整个队列进行了统计分析，以及为“匹配”队列（参与者谁确定自己在所有五个测试管理）和“不匹配”队列（参与者谁没有确定自己在所有五个测试管理）。ResultsStatistical分析表明，共情分数并没有显着变化，在医学院的头两年。然而，共情分数显着下降，观察到在第三年年底，一直持续到毕业。匹配队列（n = 121）和其余样本（不匹配队列，n = 335）的结果相似。同理心分数下降的模式是相似的男性和女性，跨specials.ConclusionsIt的结论是，在医学院的第三年发生在共情显着下降。具有讽刺意味的是，同理心的侵蚀发生在课程转向病人护理活动的时候;这是同理心最重要的时候。保留和增强同理心的影响进行了讨论。
PurposeThis longitudinal study was designed to examine changes in medical students' empathy during medical school and to determine when the most significant changes occur.MethodFour hundred fifty-six students who entered Jefferson Medical College in 2002 (n = 227) and 2004 (n = 229) completed the Jefferson Scale of Physician Empathy at five different times: at entry into medical school on orientation day and subsequently at the end of each academic year. Statistical analyses were performed for the entire cohort, as well as for the "matched" cohort (participants who identified themselves at all five test administrations) and the "unmatched" cohort (participants who did not identify themselves in all five test administrations).ResultsStatistical analyses showed that empathy scores did not change significantly during the first two years of medical school. However, a significant decline in empathy scores was observed at the end of the third year which persisted until graduation. Findings were similar for the matched cohort (n = 121) and for the rest of the sample (unmatched cohort, n = 335). Patterns of decline in empathy scores were similar for men and women and across specialties.ConclusionsIt is concluded that a significant decline in empathy occurs during the third year of medical school. It is ironic that the erosion of empathy occurs during a time when the curriculum is shifting toward patient-care activities; this is when empathy is most essential. Implications for retaining and enhancing empathy are discussed.