Empathy in Korean psychiatric residents

Hong, Minha; Bahn, Geon Ho; Lee, Won Hye; Moon, Su Jin

doi:10.1111/j.1758-5872.2011.00123.x

Cited by 15 publications

(16 citation statements)

References 25 publications

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“…Like the studies by Lee et al [10] and Colliver et al [13], this study found no negative effect of clinical experiences on empathy. Hong et al [18] showed empathy in Korean psychiatric residents was higher in senior residents. Cultural or educational differences between the East and the West could be assumed to be the reason for these conflicting results, and the positive factors for improving empathy needed to be determined.…”

Section: Discussionmentioning

confidence: 99%

Changes of empathy in medical college and medical school students: 1-year follow up study

et al. 2012

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BackgroundThis study aims to determine the correlation between medical education systems, medical college (MC) and medical school (MS), and empathy by investigating the changes in empathy among students with each additional year of medical education.MethodsThe subjects were MC and MS students who had participated in the same study the previous year. All participants completed the same self-report instruments: a questionnaire on sociodemographic characteristics, and the Korean edition of the Student Version of the Jefferson Scale of Empathy (JSE-S-K), Among 334 students, the final analysis was conducted on the data provided by 113 MC and 120 MS students, excluding 101 with incomplete data.ResultsThe age and sex did not affect the changes in empathy. Though the JSE-S-K score of MS was significantly higher than that of MC in initial investigation, this study found no difference of empathy between MC and MS.ConclusionEmpathy increased significantly after one year of medical education. The difference between two education systems, MC and MS, did not affect the changes in empathy.

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Section: Discussionmentioning

confidence: 99%

Changes of empathy in medical college and medical school students: 1-year follow up study

et al. 2012

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“…The full texts of the remaining 305 articles were examined for goodness of fit with the study criteria. This process resulted in the exclusion of 196 of these publications, leaving 109 articles . Subsequently, the following information was extracted from each remaining article: the definition of empathy (if present), and whether the definition incorporated thinking, feeling, acting or more than one of these components.…”

Section: Methodsmentioning

confidence: 99%

Assessing empathy development in medical education: a systematic review

2016

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Introduction Empathy in doctor-patient relationships is a familiar topic for medical scholars, and a crucial goal for medical educators. Nonetheless, there are persistent disagreements in the research literature concerning how best to evaluate empathy among physicians, and whether empathy declines or increases across medical education. Some researchers have argued that the instruments used to study “empathy” may not be measuring anything meaningful to clinical practice or to patient satisfaction. Methods We performed a systematic review to learn how empathy is conceptualized in medical education research. How do researchers define the central construct of empathy, and what do they choose to measure? How well do definitions and operationalizations match? Results Among the 109 studies that met our search criteria, 20% failed to define the central construct of empathy at all, and only 13% had an operationalization that was well-matched to the definition provided. The majority of studies were characterized by internal inconsistencies and vagueness in both the conceptualization and operationalization of empathy, constraining the validity and usefulness of the research. The methods most commonly used to measure empathy relied heavily on self-report and cognition divorced from action, and may therefore have limited power to predict the presence or absence of empathy in clinical settings. Finally, the large majority of studies treated empathy itself as a black box, using global construct measurements that are unable to shed light on the underlying processes that produce empathic response. Discussion We suggest that future research should follow the lead of basic scientific research that conceptualizes empathy as relational—an engagement between a subject and an object—rather than a personal quality that may be modified wholesale through appropriate training.

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“…19 Another study 20 22 In a study at the Cleveland Clinic, 23 statistically significant associations were observed between physicians' JSE scores and standardized measures of patients' communication experiences with their physicians. Also, studies have found that medical students' scores on the JSE are associated with personal qualities that are conducive to relationship building; these qualities include empathetic concern and perspectivetaking 24,25 ; warmth, dutifulness, and compassion 8 ; sociability 26 ; agreeableness; openness to experience; conscientiousness and extraversion 27 ; emotional intelligence [28][29][30] ; cooperativeness 31 ; desirable professional behavior 32 ; positive attitudes toward patientcentered care and orientation toward integrative patient care in osteopathic medical students 33 ; positive social influence 34 ; humanistic excellence by peer nomination 35 ; personal accomplishment 36 ; and orientation toward teamwork and interprofessional collaboration in allopathic 37 and osteopathic medical students. 33,38 Conversely, JSE scores were negatively correlated with personal qualities that are detrimental to relationship building, including aggression-hostility, 26,39 indicators of burnout such as depersonalization and emotional exhaustion, 36,40,41 and neuroticism.…”

Section: Researchers In the United States And Abroad Havementioning

confidence: 99%

“…7( pp276-286) Stability of scores over time indicated by test-retest reliability (0.60-0.69) has been reported in physicians 10 and in osteopathic medical students who participated in POMEE (Hojat et al, unpublished data, 2019). These studies [24][25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43] provide strong evidence of the validity and reliability of the JSE. The JSE has been translated into 56 languages and is used in more than 85 countries.…”

Section: Internal Consistency Reliability (Determined Bymentioning

confidence: 99%

Empathy in Medicine National Norms for the Jefferson Scale of Empathy: A Nationwide Project in Osteopathic Medical Education and Empathy (POMEE)

Hojat¹,

Shannon²,

DeSantis³

et al. 2019

Journal of Osteopathic Medicine

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Context: National norms are necessary to assess individual scores from validated instruments. Before undertaking this study, no national norms were available on empathy scores. The Project in Osteopathic Medical Education and Empathy (POMEE) provided a unique opportunity to develop the first national norms for medical students. Objective: To develop national norms for the assessments of osteopathic medical students' empathy scores on the broadly used and well-validated Jefferson Scale of Empathy (JSE) at all levels of osteopathic medical school education. Methods: Participants were students from 41 of 48 participating campuses of osteopathic medical schools. Students were invited to complete a web-based survey, which included the JSE, in the 2017-2018 academic year. Results: A total of 16,149 completed surveys were used to create national norm tables. Three national norm tables were developed for first-year matriculants and for students in preclinical (years 1 and 2) and clinical (years 3 and 4) phases of medical school. The norm tables allow any raw score on the JSE for male and female osteopathic medical students from matriculation to graduation to be converted to a percentile rank to assess an individual's score against national data. Conclusions: National norms developed in this project, for men and women and at different levels of medical school education, can not only be used for the assessment of student's individual scores on the JSE, but can also serve as a supplementary measure for admissions to medical school and postgraduate medical education programs.

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Empathy in Korean psychiatric residents

Cited by 15 publications

References 25 publications

Changes of empathy in medical college and medical school students: 1-year follow up study

Changes of empathy in medical college and medical school students: 1-year follow up study

Assessing empathy development in medical education: a systematic review

Empathy in Medicine National Norms for the Jefferson Scale of Empathy: A Nationwide Project in Osteopathic Medical Education and Empathy (POMEE)

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