综合课程和学生的同理心:一个纵向的多队列分析
Christiane R Herber-Valdez1,2, Julie A Blow3, Tammy T Salazar4,5
1Office of Academic Affairs, Texas Tech University Health Sciences Center at El Paso, 5001 El Paso Drive, El Paso, TX, 79905, USA. Christiane.herber-valdez@ttuhsc.edu.
Advances in health sciences education : theory and practice
|November 9, 2023
概括
在美国,医学学生的同情心不会随着课程结束而下降,这与一些研究相反. 在综合课程中早期和持续的患者互动可能会在整个医学教育中保护同理心水平.
科学领域:
- 医学教育研究 医学教育研究
- 医疗保健专业人员的同情心
- 纵向研究设计 纵向研究设计
背景情况:
- 美国先前的研究表明,在临床年期间,医学学生的同情心受到侵蚀.
- 国际研究并没有一致证实这种同情心的下降.
- 早期和广泛的患者互动被假设为同情心保护因素.
研究的目的:
- 纵向评估美国医学学生的同理心轨迹.
- 为了调查同情心是否在医学院的第三和第四年下降.
- 检查综合课程与早期患者接触对同理心的影响.
主要方法:
- 从2010年到2019年,在6个学生队伍 (N=493) 中对同情心的纵向评估.
- 在五个时间点使用了杰斐逊尺度的医生同情心-学生版本.
- 使用差异分析 (ANOVA) 和线性混合模型 (LMM) 进行数据分析.
主要成果:
- 到医疗计划结束时,同理心水平并没有显示整体下降.
- 群体之间的同理心轨迹有所不同,但没有一个群体表现出明显的下降.
- LMM分析表明,在项目完成时,同理心显著增加或保持不变.
结论:
- 美国医学学生的同情心可以在他们的教育结束时保持或增加.
- 研究结果支持医学培训中同理心发展的具体背景性质.
- 早期和综合的患者互动对于保持同情心至关重要.
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