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Abstract(s)
Introdução e Objectivos: A empatia é um elemento fundamental da relação médico-doente, havendo evidência da sua associação a melhores resultados clínicos. Contudo, alguns estudos têm sugerido uma diminuição dos níveis de empatia, no decurso da formação pré-graduada em Medicina ou da prática clínica continuada. Neste estudo pretendemos analisar, em alunos do primeiro ano de um curso de Medicina, a evolução das atitudes face à empatia ao longo de um semestre lectivo (correspondendo à frequência de Psicologia Médica, cujo programa aborda a empatia em Medicina mediante ensino de conteúdos e treino elementar de competências). Pretendemos, igualmente, explorar as relações entre atitudes face à empatia, motivações para o curso, expectativas profissionais e dados demográficos dos participantes. Finalmente, visámos contribuir para a validação em Portugal da versão para estudantes da Jefferson Scale of Physician Empathy (JSPE-S). Este questionário de auto-preenchimento baseia-se na definição de empatia de Hojat, como conceito predominantemente cognitivo.Métodos: Seleccionámos uma amostra de 81 estudantes recém-admitidos num curso de Medicina, em Lisboa. No início do semestre, aplicámos um questionário de avaliação de motivações para estudar Medicina, adaptado de Vaglum e colaboradores. Ainda nesse momento inicial, usámos uma tradução portuguesa da JSPE-S, tendo esta medida sido novamente administrada no final do semestre.Resultados: Verificámos uma evolução positiva da pontuação total da JSPE-S (p=0.001). Na exploração transversal, evidenciámos uma associação inversa entre o índice motivacional interesse pelo status/segurança e a pontuação JSPE-S colocar-se na pele do doente, bem como uma associação directa entre o índice motivacional interesse pelas pessoas e a pontuação JSPE-S cuidar com humanidade. As propriedades psicométricas da JSPE-S e do questionário de motivações foram aceitáveis nesta amostra portuguesa.Discussão: No conjunto, os nossos resultados apoiam a ideia de que é possível ensinar atitudes face à empatia. Contribuem, ainda, para a validação, em Portugal, destas versões da JSPE-S e do questionário de motivações para Medicina. As associações encontradas nesta amostra entre diferentes motivações para Medicina e alguns componentes do constructo empatia, embora de magnitude baixa, merecem exploração adicional.
Background and aims: Empathy is a key feature of the doctor-patient relationship. Several studies have shown a link between empathic relationships and clinical outcomes. However, reports of a decline in empathy over the course of undergraduate medical education and medical practice have raised concern among medical educators. Our study focuses on the exploration of the temporal stability of attitudes towards empathy in first-year medical students. We also aimed to characterise this sample regarding attitudes towards empathy and its associations with socio-demographic determinants, motives for entering Medicine and professional expectations. Finally, we wanted to contribute to the preliminary validation in Portugal of the Jefferson Scale of Physician Empathy, students' version (JSPE-S), following Hojat's definition of empathy as a predominantly cognitive concept. Methods: We selected a non-randomized sample of 81 first-year medical students, in Lisbon. For the evaluation of the motives for choosing Medicine as a career, we adapted a questionnaire based on the items reported by Vaglum and associates. For self-report assessment of attitudes towards empathy, we used a Portuguese translation of the JSPE--S. Finally, we analysed the evolution of empathy-related attitudes through a six-month period that included Medical Psychology teaching (given that the curriculum would be expected to raise empathy-driven attitudes and skills). Results: The JSPE-S total score increased from baseline to follow-up assessments (p=0.001). At the baseline, we found a negative correlation between the "status/security" motivation index and the JSPE-S "standing in patient shoes" component, while there was a positive correlation between the "people oriented" motivation index and the JSPE-S "compassionate care" factor. Psychometric properties were acceptable for both the JSPE-S and the motivation questionnaire. Discussion: In general, our findings support the idea that empathy can be learnt in medical schools. This study also provides evidence for the validation of the JSPE-S and for the acceptability of an instrument assessing motivation for medical school, in Portugal. Albeit weak, the correlations between motivational factors and empathy components deserve further exploration in research.
Background and aims: Empathy is a key feature of the doctor-patient relationship. Several studies have shown a link between empathic relationships and clinical outcomes. However, reports of a decline in empathy over the course of undergraduate medical education and medical practice have raised concern among medical educators. Our study focuses on the exploration of the temporal stability of attitudes towards empathy in first-year medical students. We also aimed to characterise this sample regarding attitudes towards empathy and its associations with socio-demographic determinants, motives for entering Medicine and professional expectations. Finally, we wanted to contribute to the preliminary validation in Portugal of the Jefferson Scale of Physician Empathy, students' version (JSPE-S), following Hojat's definition of empathy as a predominantly cognitive concept. Methods: We selected a non-randomized sample of 81 first-year medical students, in Lisbon. For the evaluation of the motives for choosing Medicine as a career, we adapted a questionnaire based on the items reported by Vaglum and associates. For self-report assessment of attitudes towards empathy, we used a Portuguese translation of the JSPE--S. Finally, we analysed the evolution of empathy-related attitudes through a six-month period that included Medical Psychology teaching (given that the curriculum would be expected to raise empathy-driven attitudes and skills). Results: The JSPE-S total score increased from baseline to follow-up assessments (p=0.001). At the baseline, we found a negative correlation between the "status/security" motivation index and the JSPE-S "standing in patient shoes" component, while there was a positive correlation between the "people oriented" motivation index and the JSPE-S "compassionate care" factor. Psychometric properties were acceptable for both the JSPE-S and the motivation questionnaire. Discussion: In general, our findings support the idea that empathy can be learnt in medical schools. This study also provides evidence for the validation of the JSPE-S and for the acceptability of an instrument assessing motivation for medical school, in Portugal. Albeit weak, the correlations between motivational factors and empathy components deserve further exploration in research.