认知和行为同理心:四年级和六年级的医学学生有什么不同?
Noelle Junod Perron1,2, Aurelia Hepner3, Robin Lüchinger3
1Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland. noelle.junod@hug.ch.
BMC medical education
|November 1, 2025
概括
医学学生的同理心,特别是口头同理心,在临床培训期间可能不会下降. 四年级学生表现出比六年级学生更高的口头同情,与自我报告的认知/情感同情相反.
科学领域:
- 医学教育 医学教育
- 同理心研究研究 同理心研究
- 临床技能评估 临床技能评估
背景情况:
- 据报道,医学学生的同理心在临床培训期间下降.
- 之前的研究主要使用自我报告进行认知/情感同理心.
- 这项研究调查了医学学生的认知,情感和行为同理心.
研究的目的:
- 为了比较四年级和六年级医学学生之间的认知,情感和行为同理心.
- 通过自我报告措施和客观行为观察来评估同情心.
- 为了确定同情度在过渡到临床实践期间是否发生变化.
主要方法:
- 医学四年级和六年级学生参加了视频记录的客观结构化临床检查 (OSCE) 与标准化患者.
- 认知/情感同理心是用认知和情感同理心尺度 (QCAE) 和杰斐逊同理心尺度 (JSE) 来衡量的.
- 行为同理心是通过口头 (VR-CoDES-P) 和非口头编码欧安组织录音来评估的.
主要成果:
- 两组之间自我报告的认知/情感同理心分数 (JSE,QCAE) 没有发现显著差异.
- 与六年级学生相比,四年级学生表现出明显更高的语言同情心.
- 在四年级和六年级组之间的非语言同情行为中没有发现显著差异.
结论:
- 自我报告的认知和情感同理心水平在医学院第四到第六年之间保持稳定.
- 观察到的行为同理心的差异主要与口头沟通的变化有关,而不是非言语线索.
- 研究结果表明,在临床训练中,情感的特定方面,如语言反应能力,可能会在临床训练中发展.
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