scholarly journals Personal values as early predictors of emotional and cognitive empathy among medical students

2021 ◽  
Author(s):  
Stefano Ardenghi ◽  
Giulia Rampoldi ◽  
Marco Bani ◽  
Maria Grazia Strepparava
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Personal Values ◽  
Cognitive Empathy ◽  
Early Years ◽  
Reactivity Index ◽  
First Year ◽  
Early Predictors ◽  
And Gender ◽  
First Year Medical Students

AbstractThe present study contributes to the literature by examining the association between personal values (PVs), assessed with the Schwartz’s Portrait Values Questionnaire, and empathy, assessed with the Davis’ Interpersonal Reactivity Index, in a sample of first-year medical students. We also examined medical students’ PVs profile and gender differences in terms of PVs. All participants (N = 398) were Italian, young (average age = 19.62 years, SD = 1.22), and unmarried; none had children. Zero-order correlations and hierarchical multiple regression models were performed to verify the association between PVs and empathy; in contrast, t-tests were run to explore gender differences in scoring on PVs. Benevolence and Universalism correlated positively with both the emotional and cognitive dimensions of empathy, whereas Power, Achievement, Hedonism, and Security were negatively associated with empathy. The three most important PVs in the whole sample were Benevolence, Self-Direction, and Universalism. Male medical students outscored their female counterparts on Power, Achievement, and Hedonism, whereas female students outscored the males on Benevolence, Universalism, Conformity, and Tradition. Our findings highlight the importance of fostering self-transcending PVs and discouraging self-enhancing PVs in medical students during the early years of medical school, as a means of supporting other-oriented responses such as empathy in future doctors.

Struggles With Sex and Gender. Perspectives of First Year Medical Students: A Focus Group Study

2021 ◽  
Vol 7 (1) ◽  
pp. 216
Author(s):  
Theodora Teunissen ◽  
Joni Scholte ◽  
Fransica Van der Meulen ◽  
Antoinette Lagro-Janssen ◽  
Cornelia Fluit
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Medical Training ◽  
Medical Curriculum ◽  
First Year ◽  
Sex And Gender ◽  
Focus Group Study ◽  
And Gender ◽  
First Year Medical Students ◽  
Sex And Gender Differences

Sex and gender are important determinants of healthcare that need to be taken into account for medical teaching. Education is more effective if tailored to students’ subjectively-perceived needs and connected to their prior knowledge and opinions. This study explored first-year medical students thoughts about sex and gender differences in general and in specifically in healthcare, and what their educational preferences are in learning about these concepts during their medical training. Therefore six focus groups were conducted with 26 first-year medical students, 7 male and 19 female students, within one Dutch medical faculty. The discussions were audio-recorded and transcribed verbatim. After that a thematic analysis was performed which included descriptive coding, interpretative coding, and definition of overarching themes.  Three major themes were identified. (1) Students’ self-perception of concepts sex and gender, including three major domains: (a) The unavoidable allocation of individuals to groups, (b) The role of stereotypes, and (c) The effect of sex/gender on career choice options. (2) Students’ goal orientedness in learning about sex/gender. (3) Students’ struggles between the binary system of medicine and the complexity of reality. Continuous reflection during medical school might help medical students to acquire sex- and gender-sensitive competencies that can be applied in their future work. To increase awareness about the influence of sex and gender differences in healthcare and on career choices, we recommend addressing these themes explicitly early on in the medical curriculum.

scholarly journals Depression, Anxiety, and Stress among First-year Medical Students in a Tertiary Care Hospital: A Descriptive Cross-sectional Study

2021 ◽  
Vol 59 (236) ◽  
Author(s):  
Priyanka Shah ◽  
Alisha Sapkota ◽  
Anjeel Chhetri
Keyword(s):  
Medical Students ◽  
Tertiary Care Hospital ◽  
Tertiary Care ◽  
Cross Sectional Study ◽  
Early Years ◽  
First Year ◽  
Care Hospital ◽  
Sectional Study ◽  
Cross Sectional ◽  
First Year Medical Students

Introduction: Medical students are prone to develop stress, anxiety and depression owing to vastness of curriculum, hectic lifestyle, economic burden, and competitiveness of medical field. The study aims to find out the prevalence of depression, anxiety, and stress among first-year medical students. Methods: A descriptive cross-sectional study was conducted among 91 first-year students of Bachelor of Medicine and Bachelor of Surgery enrolled in a tertiary care hospital using depression, anxiety, and stress-42 scale along with a questionnaire regarding sociodemographic and stressors for their problems. Whole sampling was done and the study was conducted between June and July 2018 after taking ethical approval from the Research and Institutional Review Committee (Reference Number: 57-074/075). Results: The highest prevalence among undergraduate medical students was found to be anxiety 54 (59.3%), followed by stress 41 (45.1%) and depression 40 (44%). Conclusions: Almost half of the first-year medical students reported some level of depression, anxiety, or stress. It is important to implement programs in the early years of the medical school from the administrative level to help and identify students suffering from depression, anxiety, and stress.

scholarly journals Gender Differences in Leadership Amongst First-Year Medical Students in the Small-Group Setting

2010 ◽  
Vol 85 (8) ◽  
pp. 1276-1281 ◽  
Author(s):  
Nancy L. Wayne ◽  
Michelle Vermillion ◽  
Sebastian Uijtdehaage
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Small Group ◽  
First Year ◽  
Group Setting ◽  
First Year Medical Students

scholarly journals Emotional and Cognitive Empathy in First-Year Medical Students

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Sandra Dehning ◽  
Sarah Gasperi ◽  
Daniela Krause ◽  
Sebastian Meyer ◽  
Eva Reiß ◽  
...  
Keyword(s):  
Medical Students ◽  
Attachment Style ◽  
Attachment Styles ◽  
Cognitive Empathy ◽  
Female Students ◽  
First Year ◽  
Emotional Empathy ◽  
Avoidant Attachment ◽  
Empathy Scale ◽  
First Year Medical Students

Objectives. Doctors’ empathy towards their patients is considered important for treatment outcome. However, during medical school there might be a decline in empathy called “hardening of the heart.” This study evaluated the cognitive and emotional empathy in medical students and investigated the influence of a preference for a specialty and students attachment styles. Methods. 126 first-year medical students were included and completed the Reading the Mind in the Eyes Test revised version (RME-R), the Balanced Emotional Empathy Scale (BEES), and the Experiences in Close Relationships-Revised Adult Attachment Questionnaire (ECR-R). Results. Students identified of 36 photographs in the RME-R test correctly (norm: 26). The female students’ mean BEES total score was and the male students’ ; . The female students’ mean BEES score was significantly () below the female norm of 60. Students who preferred a specialty with continuity of patient care scored significantly higher in the BEES (). A more avoidant attachment style was associated with a lower BEES score (). Conclusion. The students showed low emotional and cognitive empathy scores and an avoidant attachment style. This supports the inclusion of specific training in cognitive and emotional empathy in medical education.

scholarly journals GENDER DIFFERENCES IN EMOTIONAL INTELLIGENCE AMONG FIRST YEAR MEDICAL STUDENTS

2012 ◽  
Vol 1 (6) ◽  
pp. 1256-1262
Author(s):  
Kavana G.Venkatappa ◽  
Smrithi Shetty C ◽  
Sparshadeep E.M ◽  
Shibin Girish Parakandy ◽  
Das S.K
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Medical Students ◽  
First Year ◽  
First Year Medical Students

scholarly journals Stress among Early and Late Entrants in Medical Education

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Prof. Indu Bansal ◽  
Pooja Pundir
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Age Groups ◽  
Interaction Effects ◽  
First Year ◽  
Indian States ◽  
Related Stress ◽  
And Gender ◽  
First Year Medical Students

This study has been designed to find out stress in early and late entrants in medical education and also age and gender interaction effect on stressor. The study was conducted on 1200 first year medical students ten randomly selected medical colleges of North Indian states of India. Stress of medical students was measured in terms of various stressors. Medical Student Stressor Questionnaire (MSSQ) developed by Muhamad S. B. Yusoff, Ahmad F. A. Rahim and Mohd J. Yaacob was used to identify six domains of stressor including – Academic related stressors (ARS), Intrapersonal and interpersonal related stressors (IRS), Teaching and learning-related stressors (TLRS), Social related stressors (SRS), Drive and desire related stressors (DRS) and Group activities related stressors (GARS). Data were collected in person with each respondent. Means, Standard deviations for each domain were calculated separately for boys and girls and age groups and F test was used to find out the main effects and the interaction effects for each domain of stress. Significant interaction effects were found in all the domains of stressor except two ARS and IRS among groups. Our brief survey suggests that there are substantial differences expressed by these older students in regard to stressor prevalence. Current study demonstrated that early entrant boys and late entrant girls feel more academic related stress. For all other domains early entrants were having more stress than were their younger counterparts. The findings can help understand harms and stresses in early and late entrants in medical education and prepare intervention and guidance programmes for new medical entrants to beat stress and healthier amendment.

GENDER DIFFERENCES IN FIRST YEAR MEDICAL STUDENTS' ATTITUDES TOWARDS A DISCUSSION-ORIENTED BEHAVIORAL SCIENCE COURSE

1988 ◽  
Vol 16 (1) ◽  
pp. 65-69 ◽  
Author(s):  
Howard B. Roback ◽  
Pauline L. Rabin ◽  
John E. Chapman
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Behavioral Science ◽  
Future Research ◽  
First Year ◽  
Course Performance ◽  
Control Female ◽  
Future Research Directions ◽  
Students Attitudes ◽  
First Year Medical Students

The authors investigated gender differences among first year medical students' attitudes towards a discussion-oriented, Behavioral Science course, performance on an end of course essay, and locus of control. Female medical students generally evaluated the course more favorably than their male counterparts, and scored higher on the Rotter I-E scale (i.e., were more “external'). There were no gender differences in essay grades. Implications of the findings are discussed and future research directions are suggested.

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