The influence of clinical training level on the empathy levels of undergraduate and postgraduate dental students

Year 2021, Volume: 38 Issue: 1, 1 - 7, 01.01.2021

Burcu Baloş Tuncer , Nehir Canıgür Bavbek , Başak Arslan Avan , Bülent Çelik , Cumhur Tuncer

https://doi.org/10.17214/gaziaot.669976

Cited By: 4

Abstract

Objective: To evaluate the effect of clinical training on the empathy levels of undergraduate and postgraduate dental students.
Materials and Method: Two hundred and seventy-six students (undergraduates from third, fourth and fifth-grade, and postgraduates from different departments) completed the student version of the Jefferson Scale of Physician Empathy questionnaire. Total and three subscale (perspective taking, compassionate care, ability to stand in patients’ shoes) scores were evaluated. The reliability of the scale was assessed by Cronbach’s alpha coefficient (0.77). Independent samples t-test and one-way ANOVA were used for statistical analysis (p<0.05). 
Results: The fourth-grade students had the highest mean total empathy score (106.0±13.1) and a statistically significant difference was observed between this group and postgraduate students (98.6±14.2). The mean “compassionate care” subscale score revealed a significant decline for postgraduate students (36.2±7.6) when compared to fourth-grade students (39.9±6.6). The total empathy mean score and “compassionate care” subscale mean score were higher for females (104.2±13.6, 39.6±7.1, respectively) than males (99.7±1, 37.1±7.8, respectively). Regardless of degree of dental education, participants with a sibling had higher mean scores for “standing in patient’s shoes” subscale (p<0.05).
Conclusion: The empathy levels of postgraduate students declined with continuing education and this may be due to increased clinical responsibilities and professional attitudes.

Keywords

Continuing education, dental education, empathy, graduate dental education

Klinik eğitim düzeyinin lisans ve lisansüstü diş hekimliği öğrencilerinin empati seviyeleri üzerine etkisi

Abstract

Amaç: Bu çalışmanın amacı klinik eğitim düzeyinin lisans ve lisansüstü diş hekimliği öğrencilerinin empati düzeyleri üzerindeki etkisini değerlendirmektir.
Gereç ve Yöntem: İki yüz yetmiş altı öğrenci (üçüncü, dördüncü ve beşinci sınıf öğrencileri ve farklı bölümlerden doktora öğrencileri) Jefferson Hekim Empati Ölçeği anketinin öğrenci versiyonunu yanıtladı. Toplam skor ve üç alt grup (hastanın bakış açısını yakalama, sağlık hizmeti verirken duyarlı olma, hastanın yerine kendini koyma) skoru değerlendirildi. Ölçeğin güvenilirliği Cronbach alfa katsayısı (0.77) ile değerlendirildi. İstatistiksel analiz için bağımsız örneklem t-testi ve tek yönlü varyans analizi (ANOVA) kullanıldı (p <0.05). 
Bulgular: Dördüncü sınıf öğrencileri en yüksek toplam empati skoruna (106.0 ± 13.1) sahipti ve bu grup ile lisansüstü öğrencileri (98.6 ± 14.2) arasında istatistiksel olarak anlamlı bir fark gözlendi. “Sağlık hizmeti verirken duyarlı olma” alt grup skoru ortalaması, lisansüstü öğrenciler için (36.2 ± 7.6), dördüncü sınıf öğrencilerine (39.9 ± 6.6) kıyasla önemli bir düşüş gösterdi. Kadınların toplam empati ortalama skoru ve “sağlık hizmeti verirken duyarlı olma” alt grup ortalama skoru (sırasıyla 104.2 ± 13.6, 39.6 ± 7.1), erkeklerden (sırasıyla 99.7 ± 1, 37.1 ± 7.8) daha yüksek bulundu. Kardeş sahibi olan katılımcılarda, diş hekimliği eğitiminin derecesinden bağımsız olarak, “hastanın yerine kendini koyma” alt grup ortalama skorunda anlamlı artış gözlendi (p<0.05).
Sonuç: Lisansüstü öğrencilerinin empati düzeyleri devam eden klinik eğitimle birlikte azalma göstermiştir ve bu durum artan klinik sorumluluklar ve profesyonel tutumla ilişkilendirilebilir.

Keywords

Diş hekimliği eğitimi, empati, lisans diş hekimliği eğitimi, sürekli eğitim

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