Complex and novel determinants of empathy change in medical students

Ren, Gerald Sng Gui; Tung, Joshua Yi Min; Ping, Yeo Su; Shing, Lee Shuh; Win, Ma Thin Mar; Hooi, Shing Chuan; Samarasekera, Dujeepa D.

doi:10.3946/kjme.2016.11

Cited by 48 publications

(62 citation statements)

References 30 publications

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“…Regarding the engagement in extracurricular activities, the EI was significantly higher among those involved in aesthetic activities than those who did not but no significant difference was observed among those who did and did not participate in sports activities. A study done in medical students in Singapore has found that those who spent more time on art had higher empathy scores [ 32 ]. Despite the common belief, factors such as not having siblings, family income and religiosity did not have a significant effect on the EI.…”

Section: Discussionmentioning

confidence: 99%

Emotional intelligence and academic performance of medical undergraduates: a cross-sectional study in a selected university in Sri Lanka

et al. 2017

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BackgroundEmotional intelligence (EI) has been linked with academic and professional success. Such data are scarce in Sri Lanka. This study was conducted to describe the pattern of EI, to determine its predictors and to determine the effect of EI on academic performance at the final MBBS examination, in medical undergraduates of a Sri Lankan university.MethodsThis is a cross-sectional study in a selected university, involving those who did final MBBS examination in 2016. Consecutive sampling was done. EI was assessed with self-administered Genos Emotional Intelligence Full Version (7 domains; 70 questions equally weighted; total score 350). Socio-demographic data were obtained using a self-administered questionnaire. Academic performance was assessed with final MBBS results in the first attempt.ResultsOf 148 eligible students 130 responded (response rate-88%); 61.5% were females; mean age was 26.3 ± 1 years. Mean total EI score was 241.5 (females-245.5, males-235.1; p = 0.045).Among different domains, mean score was highest for Emotional Self-Awareness (36.8/50) and lowest for Emotional Expression (32.6/50). Multiple linear regression analysis indicated that having good family support (p = 0.002), socializing well in university (p = 0.024) and being satisfied with facilities available for learning (p = 0.002), were independent predictors of EI. At the final MBBS examination 51.6% obtained classes, 31.5% passed the examination without classes and 16.9% got repeated. Females had better academic performance than males (p = 0.009). Mean EI of second-class upper division, second-class lower division, pass and repeat groups were 249.4, 246.6, 240.2 and 226.9, respectively (with one-way ANOVA p = 0.015). After adjusting for gender, ordinal regression analysis indicated that, total EI score was an independent predictor of final MBBS results [β-0.018 (95% CI 0.005-0.031); p = 0.006].ConclusionsIn the study population, both EI and academic performance were higher among females. Independent of gender, academic performance was better in those who were more emotionally intelligent. Several psychosocial factors were found to be independent predictors of EI. These results suggest that emotional skills development might enhance academic performance of medical undergraduates in Sri Lanka. Further research is needed in this under-explored area.Electronic supplementary materialThe online version of this article (10.1186/s12909-017-1018-9) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Emotional intelligence and academic performance of medical undergraduates: a cross-sectional study in a selected university in Sri Lanka

et al. 2017

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“…There are many studies done in other countries about the relationships among medical student burnout, empathy, work value, and professionalism [ 19 - 22 ]. This study was aimed at examining the relationship between medical students’ academic burnout and their empathy, and determining whether a sense of calling serves as a mediating variable in the relationship.…”

Section: Discussionmentioning

confidence: 99%

The mediating effect of calling on the relationship between medical school students’ academic burnout and empathy

Chae¹,

Jeong²,

Chung³

2017

Korean J Med Educ

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PurposeThis study is aimed at identifying the relationships between medical school students’ academic burnout, empathy, and calling, and determining whether their calling has a mediating effect on the relationship between academic burnout and empathy. MethodsA mixed method study was conducted. One hundred twenty-seven medical students completed a survey. Scales measuring academic burnout, medical students’ empathy, and calling were utilized. For statistical analysis, correlation analysis, descriptive statistics analysis, and hierarchical multiple regression analyses were conducted. For qualitative approach, eight medical students participated in a focus group interview. ResultsThe study found that empathy has a statistically significant, negative correlation with academic burnout, while having a significant, positive correlation with calling. Sense of calling proved to be an effective mediator of the relationship between academic burnout and empathy. ConclusionThis result demonstrates that calling is a key variable that mediates the relationship between medical students’ academic burnout and empathy. As such, this study provides baseline data for an education that could improve medical students’ empathy skills.

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“…Although international healthcare education, training and work practices are highly variable, there are common themes, and empathy decline in non-UK health systems has been widely reported. 27 - 30 Accordingly, the results may be of value to international educators who are seeking to arrest empathy decline in their healthcare education system.…”

Section: Introductionmentioning

confidence: 99%

Ethical erosion in newly qualified doctors: perceptions of empathy decline

2016

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ObjectivesThis study sought to understand whether UK Foundation doctors perceived the phenomena of ethical erosion and empathy decline during their initial period of clinical practice, and if so, why this occurred. MethodsThis qualitative study used semi-structured interviews with nine doctors in their first year of clinical practice at Royal Bolton Hospital, UK. Participants were invited to discuss the definition of empathy, how individuals acquire and maintain empathic ability, perceptions of ethical erosion in the self and others, and how clinical experiences have influenced their empathic ability. The interviews were transcribed, and analysed to identify emergent themes. ResultsEach participant reported a conscious acknowledgement of empathy decline in their own and their colleagues’ early clinical experiences as doctors. Stressful working environments, the prioritisation of patients’ physical rather than psychological well-being, and the attitudes of senior colleagues were all suggested as possible causes. Some doctors believed that specialties with reduced patient contact had a culture which precluded empathy, and influenced their own practice. In addition, some described how their value judgements of patients had affected their ability to empathise. However, all doctors perceived that empathy skills were desirable in senior clinicians, and some believed that educational interventions may be useful in arresting ethical erosion. ConclusionsNewly qualified doctors are aware of ethical erosion in themselves and their colleagues as they begin clinical practice. This has serious implications for patient care. Improving working conditions may reverse this trend. Empathy skills training within undergraduate and postgraduate curricula may be a useful intervention.

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Complex and novel determinants of empathy change in medical students

Cited by 48 publications

References 30 publications

Emotional intelligence and academic performance of medical undergraduates: a cross-sectional study in a selected university in Sri Lanka

Emotional intelligence and academic performance of medical undergraduates: a cross-sectional study in a selected university in Sri Lanka

The mediating effect of calling on the relationship between medical school students’ academic burnout and empathy

Ethical erosion in newly qualified doctors: perceptions of empathy decline

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