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在欧安组织中衡量同情心:学生,标准化患者和观察者评分工具的比较
A Hepner1, B Cerutti2, R Lüchinger2
1Geneva Faculty of Medicine, Geneva, Switzerland.
PEC innovation
|January 22, 2026
概括
医学学生的自我评价的同理心与其他措施没有相关性. 然而,模拟患者和观察者的同理心评分与客观结构化临床检查 (OSCE) 中的行为同理心评估一致.
科学领域:
- 医学教育 医学教育
- 临床技能评估 临床技能评估
- 在医疗保健中的同理心.
背景情况:
- 在客观结构化临床检查 (OSCEs) 期间评估医学学生的同情心涉及多种视角,包括自我评价,模拟患者 (SPs) 和外部观察员.
- 了解感知同理心和实际行为同理心之间的相关性对于有效的临床技能评估至关重要.
研究的目的:
- 调查医学学生感知同理心 (自我,SP,观察者评分) 和他们的行为同理心的各种措施之间的相关性.
- 通过将其与标准化行为编码进行比较,确定欧安组织使用的不同同情感评估方法的有效性.
主要方法:
- 医学学生 (n=56) 在形成性OSCE期间完成了自我评价的同理心分数.
- 模拟患者和外部观察员使用全球分数和杰斐逊医生同情心患者感知量表 (JSPPPE) 评价了学生感知的同情心.
- 用维罗纳编码系统 (VR-CoDES) 评估行为同理心,用于语言同理心,并使用非语言行为的顺序尺度来评估行为同理心.
主要成果:
- 在学生的自我感知同理心与其他同理心措施之间没有发现显著的关联.
- 医生和观察者的感知同理心评分,包括全球分数和JSPPPE尺度,与口头同理心 (VR-CoDES) 有显著的相关性.
- 非语言行为与全球同理心得分和口头同理心 (VR-CoDES) 有积极的相关性.
结论:
- 模拟的患者和观察者对感知同情心的评分,以及非语言行为评估,是医学学生行为同情心的有效指标.
- 标准化编码系统有效地识别了在欧安组织中哪些感知同情度量与表现出的行为同情度量最为相关.
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