Beyond scientific and technical training: Assessing the relevance of empathy and assertiveness in future physiotherapists: A cross‐sectional study

Abstract

Background and AimsEmpathy and assertiveness are two essential social skills for a health professional such as a physiotherapist and are necessary for developing moral thinking. Previous studies show that the development of empathy and other social skills improves as students progress in their studies. However, other authors show deterioration of empathy as students progress in their studies and acquire clinical experience. Training in soft skills, such as assertiveness, among health science students will have an impact on the quality of patient care. Effective communication, conflict resolution and the ability to work as part of a team are competencies that have been put to one side as a result of the recent COVID‐19 pandemic and it is important to resume training students in soft skills. The objective of this study is to investigate to determine the empathic and assertive state of physiotherapy university students.MethodsA descriptive cross‐sectional study of physiotherapy university students was conducted in the 2022/2023 academic year. The Interpersonal Reactivity Index (IRI) scales for empathy and the Rathus test for assertiveness (RAS) were used as study tools. Finally, 127 students participated in the study, 52.91% of the total population of physiotherapy students. The questionnaire was available for 4 weeks in November and December 2022.ResultsThe empathetic and assertive development of the students was found to be acceptable. Significant differences were also observed according to the gender variable in the students, with female students presenting better results (p = 0.01). Students who are working or have clinical experience in other professions score lower on the empathy personal distress subscale (p < 0.001).ConclusionFuture research should be considered to help improve clinical and professional expertise in physiotherapy students about empathic and assertive development. The findings provide new evidence on the levels of empathy and assertiveness in physiotherapy students.

Exploring levels of empathy and assertiveness in final year physiotherapy students during clinical placements

“…It is, therefore, clear that the higher the level of assertiveness, the higher the level of self-esteem 54 . This correlates with the study by Hernández-Xumet et al 1 , in which it was observed that, among physiotherapy students, those with low scores in assertiveness development were those with higher scores at the empathic level in the area of personal distress (PD), which includes the negative feelings, anxiety, unease and personal discomfort generated when empathising with others.…”

“…Another possibility is that assertiveness is related to the ability to cope with stress and anxiety. In this case, assertive people are more likely to have healthy coping strategies, which may help them manage stress and anxiety more effectively, as has been reported in other studies mentioned above 1 , 53 , 54 .…”

“…These skills, such as empathy and assertiveness, are not only fundamental to the delivery of compassionate, patient-centred care but are also essential pillars in the education of health science students. Developing these skills not only strengthens the professional-patient relationship but also improves the quality of care by promoting a holistic approach that goes beyond the purely clinical to address the emotional and social needs of those cared for 1 .…”

“…A recent descriptive cross-sectional study 1 showed that physiotherapy students at university have acceptable levels of empathy and assertiveness. Gender is closely related to empathic development, with females having the highest levels of empathic development.…”

“…In addition, this training must also integrate interpersonal skills, ethics and bioethics to enhance the overall training of future health professionals. Therefore, the training of students is a process that synergistically integrates academic and clinical knowledge with a knowledge acquisition plan in academic and health centres, with professionals trained for the integrated implementation of all these competencies (relationship between theory and clinical practice, problem-solving, teamwork, critical thinking, responsibility and cultural competence) 1 .…”