Abstract

ARCHER, E  and  TURNER, R. Changes in the empathy levels of a group of undergraduate medical students: A longitudinal study. SAJBL [online]. 2023, vol.16, n.2, pp.46-49. ISSN 1999-7639.  http://dx.doi.org/10.7196/sajbl.2023.v16i2.1015.

BACKGROUND: The concept of empathy in students has gained significant attention in medical education. Whether implementing formal educational interventions to promote long-term and effective empathy levels leads to sustained increased empathy levels in students, is however less clear OBJECTIVES: The study aimed to evaluate the trajectory of medical students' self-perceived empathy levels during their 6-year MB ChB degree METHODS: A longitudinal, prospective study was conducted over 4 years. A cohort of 292 medical students was invited to participate. Participants completed the Jefferson Scale of Empathy for Students (JSE-S) at three intervals during their studies. The students attended two workshops related to empathic patient interactions during this time. The JSE-S mean score by age and gender was compared, making use of a linear regression model RESULTS: A total of 119 students completed the study. Students' total empathy levels were similar during the first and the last measuring point (110), but there was a significant rise in the intermediate measuring point (113.3). When the male and female cohorts' scores were interpreted separately, both genders demonstrated a similar pattern to the total score, although females' JSE-S scores were higher than the males CONCLUSION: The results of the study confirm that educational interventions can increase students' self-perceived empathy levels; however, we suggest that students require reinforcement and multiple opportunities to practise and observe empathic communication with patients to sustain high levels of empathy. Follow-up sessions to specifically target the promotion of empathy should be implemented; otherwise the long-term effect of educational interventions might be limited

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