Medical Students’ Empathy Level Differences by Medical Year, Gender, and Specialty Interest in Akdeniz University

• Published in: Journal of medical education and curricular development 2020-01, Vol.7, p.2382120520940658-2382120520940658
• Main Authors: Akgün, Özge, Akdeniz, Melahat, Kavukcu, Ethem, Avcı, Hasan Hüseyin
• Format: Article
• Language: English
• Subjects: Educational Environment; Empathy; Medical education; Medical students; Original Research; Questionnaires
• ISSN: 2382-1205; 2382-1205
• DOI: 10.1177/2382120520940658

Background: As an important feature in patient-physician communication for both primary and clinical care, empathy is one of the basic competencies that physicians should possess. The primary aim of this study was to evaluate the level of empathy among medical students in all years of medical training using two different instruments: the Jefferson Scale of Physician Empathy (for clinical empathy level) and the Toronto Empathy Questionnaire (for general empathy level). Materials and Methods: This study is a cross-sectional descriptive study conducted in 2017-2018 academic year with students studying at Akdeniz University Faculty of Medicine. Data collection form, Toronto Empathy Questionnaire (TEQ) and Jefferson Scale of Physician Empathy (JSPE) was applied to the students by the researchers. The statistical analysis was carried out by using IBM-SPSS version 23 for Mac OS. T-test, ANOVA test, Spearman and Pearson correlation analysis were used for comparisons. Results: The mean TEQ score of the students was 52.8/65 and the JSPE-S score was 80.3/100. TEQ scores of students increased up to 4th year and then decreased, but the difference between the years was not statistically significant. The third year students’ JSPE-S scores were significantly higher than that of the sixth year students. Conclusion: While the clinical empathy levels of medical students decreased significantly after 3rd year, the general empathy levels decreased less. This result shows us that we should review our medical education curriculum and educational environment, and should initiate initiatives, and devote more time to empathy education in order to prevent the decrease in empathy level and increase empathy during medical education.