What impact does postgraduate clinical training have on empathy among Japanese trainee dentists?
What impact does postgraduate clinical training have on empathy among Japanese trainee dentists?
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DOI：
10.1186/s12909-020-02481-y
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发表时间：
2021-01-14
影响因子：
3.6
通讯作者：
Torii Y
中科院分区：
文献类型：
--
作者：
Yoshida T;Watanabe S;Kono T;Taketa H;Shiotsu N;Shirai H;Nakai Y;Torii Y
加强医疗保健教育的同理心，是发展医护人员与病人之间关系的重要组成部分，从而确保更好的病人护理；提高患者满意度，治疗依从性，患者用药自我效能，改善治疗结果，减少患者焦虑。然而，不幸的是，学生同情心的下降经常被报道。当课程过渡到临床环境时，这种情况尤其常见。然而，一些研究质疑这种下降的重要性和频率。因此，本研究的目的是从认知、行为和患者的角度来确定研究生临床培训对牙科实习生共情的影响。本研究包括冈山大学医院的64名实习牙医和13名模拟患者。实习牙医在临床培训开始和结束时，分别对SPs进行了两次初步医疗访谈。在每次医学访谈之前，受训人员都要完成日文版的杰弗逊医疗专业人员共情量表。医务人员在医疗访谈后立即使用评估问卷对受训者的沟通进行了评估。使用Roter交互分析系统对医学访谈中的对话录像进行分析。临床培训开始和结束时学员共情自我报告得分无显著差异（107.73 [range, 85-134] vs. 108.34 [range, 69-138]; p = 0.643）。从性别来看，男性得分104.06分（范围，88-118）vs. 101.06分（范围，71-122,p = 0.283），女性得分109.17分（范围，85-134）vs. 111.20分（范围，69-138,p = 0.170）。同样，sp对学员沟通的评价也没有差异（10.73 vs. 10.38, p = 0.434）。学员在情绪反应类别的沟通行为在开始阶段显著高于结束阶段（2.47 vs. 1.14, p = 0.000）。总的来说，一年的研究生牙科培训项目既没有降低也没有提高实习牙医的同理心水平。在这方面提供定期的教育支持可以帮助受训者培养同理心。
Enhancing empathy in healthcare education is a critical component in the development of a relationship between healthcare professionals and patients that would ensure better patient care; improved patient satisfaction, adherence to treatment, patients’ medication self-efficacy, improved treatment outcomes, and reduced patient anxiety. Unfortunately, however, the decline of empathy among students has been frequently reported. It is especially common when the curriculum transitions to a clinical setting. However, some studies have questioned the significance and frequency of this decline. Thus, the purpose of this study was to determine the impact of postgraduate clinical training on dental trainees’ empathy from cognitive, behavioral, and patients’ perspective. This study included 64 trainee dentists at Okayama University Hospital and 13 simulated patients (SPs). The trainee dentists carried out initial medical interviews with SPs twice, at the beginning and the end of their clinical training. The trainees completed the Japanese version of the Jefferson Scale of Empathy for health professionals just before each medical interview. The SPs evaluated the trainees’ communication using an assessment questionnaire immediately after the medical interviews. The videotaped dialogue from the medical interviews was analyzed using the Roter Interaction Analysis System. No significant difference was found in the self-reported empathy score of trainees at the beginning and the end of the clinical training (107.73 [range, 85–134] vs. 108.34 [range, 69–138]; p = 0.643). Considering the results according to gender, male scored 104.06 (range, 88–118) vs. 101.06 (range, 71–122; p = 0.283) and female 109.17 (range, 85–134) vs. 111.20 (range, 69–138; p = 0.170). Similarly, there was no difference in the SPs’ evaluation of trainees’ communication (10.73 vs. 10.38, p = 0.434). Communication behavior in the emotional responsiveness category for trainees in the beginning was significantly higher than that at the end (2.47 vs. 1.14, p = 0.000). Overall, a one-year postgraduate dental training program neither reduced nor increased trainee dentists’ empathy levels. Providing regular education support in this area may help trainees foster their empathy.
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DOI：
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