物理治疗学生博士的认知和情感同理心:一个修改的横截面研究
Bruce W Newton1, Michelle D Green, Zachary T Vaskalis
1CUSOM, Anatomy, PO Box 4280, Buies Creek, NC 27506, USA. Tel 501-765-2133. bnewton@campbell.edu.
Journal of allied health
|March 5, 2025
概括
物理治疗 (DPT) 博士的学生在认知同情心方面表现出稳定的增长,但仅在第一年内,情感同情心的显著增加. 高度的情感同情可能需要管理,以防止燃烧.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 物理疗法物理治疗
背景情况:
- 在物理治疗中,同理心对于有效的患者护理至关重要.
- 了解物理治疗博士 (DPT) 学生的同理心发展对于优化培训至关重要.
研究的目的:
- 调查DPT学生在整个学术培训期间认知和情感同理心的变化.
- 确定同理心发展对学生福祉和临床实践的潜在影响.
主要方法:
- 纵向研究跟踪DPT学生队伍在三个学年.
- 用杰斐逊的同理心尺度用于认知同理心和平衡的情感同理心尺度用于情感同理心.
- 在每学年开始和结束时进行调查.
主要成果:
- 认知同情度得分显示,在所有队列中,非显著但稳步增加.
- 情感同理心得分仅在一年级学生中显著增加,随后稳定下来.
- 一年级学生表现出对代理情绪反应的意识增加.
结论:
- DPT培训促进了认知同情的逐渐增长,增强了患者的沟通和信任.
- 早期情感同理心的发展需要注意,对于高度同情的学生来说,可能会出现燃烧的风险.
- 可能需要进行干预,以帮助学生管理高情感同理心,以保持治疗效果,防止情绪疲.
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