Validation of the Romanian Version of the Toronto Empathy Questionnaire (TEQ) among Undergraduate Medical Students

Ursoniu, Sorin; Serban, Costela Lacrimioara; Giurgi-Oncu, Catalina; I, Riviş; Bucur, Adina; Bredicean, Ana Cristina; Papavă, I.

doi:10.3390/ijerph182412871

Cited by 8 publications

(3 citation statements)

References 38 publications

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“…The mean baseline TEQ score in our study (40.519±5.71) was comparable to a previous study (39.28±15.65) [ 14 ]. However, the mean baseline TEQ score was lower than studies conducted in other countries, such as the Caribbean and Romania, where the average baseline TEQ scores ranged from 45 to 50 [ 15 , 16 ]. This could be attributed to cultural and social differences or variations in the educational systems of these countries [ 17 ].…”

Section: Discussionmentioning

confidence: 65%

Impact of Multimodal Intervention on Empathy Levels in Medical Students: A Questionnaire-Based Study

Bankar,

Gupta,

Kumar

et al. 2024

Cureus

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Background Empathy is essential for effective doctor-patient communication. It enables doctors to understand patients' emotions and concerns, facilitating personalized care and support. Empathy can be cultivated through various methods and training programs. Objective The study aims to assess the effectiveness of a multimodal intervention involving interactive lectures, peer role-play, and guided reflection in enhancing empathy levels among second-year medical undergraduate students in India. Methods This study utilized a questionnaire-based, pre- and post-test interventional design. Seventy-nine second-year medical students were included after obtaining their informed consent. The students received the intervention through an interactive lecture on communication skills, role-play on selected case studies, and guided reflection. The empathy levels were assessed using the Toronto Empathy Questionnaire (TEQ) before and after the intervention. The Mann-Whitney U test was utilized to compare pre-test and post-test TEQ scores. A univariate analysis of variance was conducted to explore the relationship between demographic variables and post-test TEQ scores. Statistical significance was considered at p ≤ 0.05. Results The TEQ score improved significantly (p=0.009) after the intervention. The univariate analysis indicated that gender, style of education, and place of residence did not have a statistically significant impact on post-test scores. Conclusion The study demonstrates that a multimodal intervention significantly enhances the empathy level of medical students, highlighting the potential of focused interventions to reduce gender disparities in empathy levels. There were no significant differences in empathy scores based on gender, place of residence, or schooling, suggesting the intervention's benefits may apply to all medical students.

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Section: Discussionmentioning

confidence: 65%

Impact of Multimodal Intervention on Empathy Levels in Medical Students: A Questionnaire-Based Study

Bankar,

Gupta,

Kumar

et al. 2024

Cureus

View full text Add to dashboard Cite

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“…On the other hand, Javaeed et al concluded that “Female students showed higher empathy than male ones for some IRI scale items” [ 103 ]. Ursoniu et al used the Toronto Empathy Questionnaire (TEQ) and found significantly higher empathy scores for female medical students compared to male medical students in convergent validity [ 104 ].…”

Section: Discussionmentioning

confidence: 99%

The Greek Jefferson Scale of Empathy—Medical Student Version (JSE-S): Psychometric Properties and Its Associated Factors

Voultsos,

Galanis,

Dafni

et al. 2024

Behavioral Sciences

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The present study aimed to evaluate the psychometric properties of the Greek version of the Jefferson Scale of Empathy—Student version (JSE-S) and its association with potential predictors among Greek-speaking undergraduate medical students. This study adopted a cross-sectional, comparative–descriptive research design. The study was conducted during October and November 2023. Cronbach’s α values for the JSE-S and the factors “perspective taking”, “compassionate care”, and “standing in the patient’s shoes” showed internal consistency. The intraclass correlation coefficient for the JSE-S score in the test–retest study indicated a high level of reliability. The participants showed moderate empathy levels. Females scored higher than males in the Greek version of the JSE-S. Moreover, students enrolled in the fourth academic year showed higher empathy mean scores than those enrolled in the first year. Statistically significant empathy differences by specialty preferences or faith in God/supreme power were not found. The present study provided satisfactory evidence that the Greek JSE-S is a psychometrically sound measurement instrument. Empathy differences by gender were found in line with prior literature.

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“…This 16-item scale measures the general tendency to empathize with other people (“It upsets me to see someone being treated disrespectfully” and “I find that I am ‘in tune’ with other people’s moods”) [ 29 , 30 ]. Items are rated on a Likert scale from 1 (strongly disagree) to 5 (strongly agree).…”

Section: Methodsmentioning

confidence: 99%

Testing the Effectiveness of an Intervention to Improve Romanian Teachers’ LGBT+-Related Attitudes, Cognitions, Behaviors, and Affect: Protocol for a Randomized Controlled Trial

Latu,

Sălăgean,

Larsen

et al. 2024

JMIR Res Protoc

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Background Repeated stigmatization due to group membership constitutes a recurrent stressor with negative impact on physical and mental health (minority stress model). Among European countries, Romania ranks low on LGBT+ (lesbian, gay, bisexual, and transgender people. The “+” represents individuals whose identities do not fit typical binary notions of male and female [nonbinary]) inclusion, with 45% of Romanian LGBT+ respondents reporting discrimination in at least 1 area of life in the year preceding the survey. Importantly, while all LGBT+ people might experience minority stress, younger sexual minority individuals are more prone to the detrimental impacts of stigma on their mental and physical health. As such, interventions are necessary to improve the inclusion climate within schools, where young people spend most of their time. Until now, most interventions addressing this topic have been conducted on undergraduate students in Western countries, with no studies conducted in countries that have widespread anti-LGBT+ attitudes. Objective This paper describes the research protocol for a randomized controlled trial investigating whether LGBT+ stigma and bias among Romanian school teachers can be reduced using an internet-based intervention focusing on education and contact as primary training elements. Methods A sample of 175 school teachers will be randomly assigned to either the control or experimental group. The experimental group participants will receive the intervention first and then complete the outcome measures, whereas the control group will complete the outcome measures first and then receive the intervention. The 1-hour multimedia intervention is developed for internet-based delivery under controlled conditions. It includes 2 interactive exercises, 2 recorded presentations, animations, and testimonies from LGBT+ individuals. Data for attitudinal, behavioral, cognitive, and affective measures will be collected during the same session (before or after the intervention, depending on the condition). We also plan to conduct a brief mixed methods follow-up study at 6 to 8 months post participation to investigate potential long-term effects of training. However, due to attrition and lack of experimental control (all participants will have completed the intervention, regardless of the condition), these data will be analyzed and reported separately using a mixed methods approach. Results This paper details the protocol for the teacher intervention study. Data collection began in December 2022 and was completed by February 2023. Data analysis will be performed upon protocol acceptance. Follow-up measures will be completed in 2024. Results are expected to be submitted for publication following analysis in the spring of 2024. Conclusions The findings of this study will establish the effectiveness of an internet-based intervention intended to lessen anti-LGBT stigma and sentiment in a nation where these views have long been prevalent. If successful, the intervention could end up serving as a resource for Romanian teachers and guidance counselors in high schools. Trial Registration ISRCTN 84290049; https://doi.org/10.1186/ISRCTN84290049 International Registered Report Identifier (IRRID) DERR1-10.2196/54254

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Validation of the Romanian Version of the Toronto Empathy Questionnaire (TEQ) among Undergraduate Medical Students

Cited by 8 publications

References 38 publications

Impact of Multimodal Intervention on Empathy Levels in Medical Students: A Questionnaire-Based Study

Impact of Multimodal Intervention on Empathy Levels in Medical Students: A Questionnaire-Based Study

The Greek Jefferson Scale of Empathy—Medical Student Version (JSE-S): Psychometric Properties and Its Associated Factors

Testing the Effectiveness of an Intervention to Improve Romanian Teachers’ LGBT+-Related Attitudes, Cognitions, Behaviors, and Affect: Protocol for a Randomized Controlled Trial

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