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Measurement instruments for perspective-taking: BEME Review No. 91.

Elsemarijn L Leijenaar1, Megan M Milota1, Johannes J M van Delden1

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This summary is machine-generated.

This review identifies instruments for measuring perspective-taking in education and healthcare. It highlights a need for validated tools to assess this crucial skill for person-centered care.

Keywords:
Perspective-takingassessmenthealthcare education

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Area of Science:

  • Healthcare Education
  • Empathy Research
  • Psychometrics

Background:

  • Perspective-taking is vital for person-centered care and linked to cognitive empathy.
  • While educational interventions exist, a comprehensive overview of measurement tools is missing.
  • Understanding current assessment methods is crucial for advancing healthcare education.

Purpose of the Study:

  • To conduct a scoping review of instruments measuring perspective-taking.
  • To identify tools used across diverse educational and healthcare settings.
  • To provide insight into the current landscape of perspective-taking measurement.

Main Methods:

  • Systematic search across seven databases.
  • Screening of 60 eligible articles by multiple authors.
  • Categorization of instruments into psychometric, qualitative, and indirect methods.

Main Results:

  • Five independent psychometric scales and three subscales were identified, mostly self-report.
  • Qualitative methods included interviews, written responses, and think-aloud procedures.
  • Indirect instruments were repurposed tools, and only one scale used patient-reported assessment.

Conclusions:

  • The review offers insight into perspective-taking measurement approaches.
  • A significant gap exists in independent psychometric and systematic qualitative tools.
  • Future research must focus on developing and validating new measurement instruments for healthcare education.