共感和倾听风格之间的关系是复杂的:对医生在培训过程中的影响
Amir Beheshti1,2, Farzin Tahmasbi Arashlow3, Ladan Fata1
1Centre for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
BMC medical education
|March 8, 2024
概括
医学学生的倾听风格似乎没有影响他们的同理心水平. 灵活地使用不同的倾听风格,而不是单一的首选风格,可能与医生更好的同情心有关.
科学领域:
- 医学教育 医学教育
- 沟通技巧 沟通技巧 这些技巧
- 心理学 心理学 心理学
背景情况:
- 有效的医生与患者沟通对于成功的医疗保健至关重要.
- 医生的同情心对于沟通至关重要,但能力各不相同.
- 倾听风格可能解释了医生同情心的差异.
研究的目的:
- 评估医学学生的同情心和倾听风格.
- 为了确定特定的倾听风格是否与更高的同理心相关.
主要方法:
- 对97名医学学生进行横截面研究.
- 使用了杰斐逊同情度量 (JSE) 和听力风格概况 (LSP-R).
- ANOVA用于比较JSE在不同听力风格的得分.
主要成果:
- 平均同理心得分为103 ± 14.
- 临床学生表现出比临床前学生更低的同情心.
- 分析式倾听是最喜欢的;关系式倾听在临床学生中不太常见.
- 在倾听风格和同理心之间没有发现显著的关系.
结论:
- 没有特定的倾听风格与医学学生的同理心有关.
- 共感可能来自于灵活地在听力风格之间切换,而不是坚持一个.
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