Underlying construct of empathy, optimism, and burnout in medical students.
Underlying construct of empathy, optimism, and burnout in medical students.
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DOI：
10.5116/ijme.54c3.60cd
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发表时间：
2015-01-29
影响因子：
3.1
通讯作者：
Spandorfer J
中科院分区：
文献类型：
--
作者：
Hojat M;Vergare M;Isenberg G;Cohen M;Spandorfer J
本研究旨在探讨医学生共情、乐观和倦怠的基本结构。测量共情（杰斐逊共情量表，JSE），乐观（生活取向测试修订版，LOT-R）和倦怠（Maslach倦怠量表，MBI，其中包括三个量表的情绪耗竭，人格解体，和个人成就）的三个工具被管理的265名三年级学生在西德尼Kimmel（原杰斐逊）医学院在托马斯杰斐逊大学。数据进行了因素分析，以探讨共情，乐观，倦怠的措施之间的关系在一个多变量的统计模型。因素分析（主成分斜旋转）导致两个潜在的结构，每个都有一个大于1的特征值。第一个因素涉及“积极的人格属性”（同理心、乐观和个人成就的因子系数大于0.58）。第二个因素涉及“消极的人格属性”（因子系数大于0.78的情绪衰竭和人格解体的措施）。 结果证实，在病人护理的背景下，同情心和人格特征之间存在的关联，有利于建立关系，并被认为是“积极的人格属性”，而不是被认为是“消极的人格属性”，是不利于人际关系的人格特征。医生在培训和实践中的专业发展的影响进行了讨论。
This study was designed to explore the underlying construct of measures of empathy, optimism, and burnout in medical students. Three instruments for measuring empathy (Jefferson Scale of Empathy, JSE); Optimism (the Life Orientation Test-Revised, LOT-R); and burnout (the Maslach Burnout Inventory, MBI, which includes three scales of Emotional Exhaustion, Depersonalization, and Personal Accomplishment) were administered to 265 third-year students at Sidney Kimmel (formerly Jefferson) Medical College at Thomas Jefferson University. Data were subjected to factor analysis to examine relationships among measures of empathy, optimism, and burnout in a multivariate statistical model. Factor analysis (principal component with oblique rotation) resulted in two underlying constructs, each with an eigenvalue greater than one. The first factor involved “positive personality attributes” (factor coefficients greater than .58 for measures of empathy, optimism, and personal accomplishment). The second factor involved “negative personality attributes” (factor coefficients greater than .78 for measures of emotional exhaustion, and depersonalization). Results confirmed that an association exists between empathy in the context of patient care and personality characteristics that are conducive to relationship building, and considered to be “positive personality attributes,” as opposed to personality characteristics that are considered as “negative personality attributes” that are detrimental to interpersonal relationships. Implications for the professional development of physicians-in-training and in-practice are discussed.