scholarly journals Gender Differences in the Effect of Medical Humanities Program on Medical Students' Empathy: A Prospective Longitudinal Study

2020 ◽  
Author(s):  
Michal Lwow ◽  
Laura Canetti ◽  
Mordechai Muszkat
Keyword(s):  
Gender Differences ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical School ◽  
Medical Humanities ◽  
Prospective Longitudinal Study ◽  
Student Version ◽  
Admission System ◽  
Prospective Longitudinal ◽  
Humanities Curriculum

Abstract Objective Previous studies have suggested that Medical students' empathy declines during medical school, especially during clinical studies. The aim of this study was to examine whether humanities curriculum and admission system affect empathy changes during the first clinical year in medical school. Methods In this prospective longitudinal study, 262 students were assessed during the fourth-year of medical school. Empathy was assessed before and at 4th-year-end, using the Jefferson Scale of Physician Empathy-Student Version (JSPE-S). The study included three cohorts, differing in humanities curriculum [limited Medical Humanities (MH (lim) ) vs. extended Medical Humanities (MH (ext) )], and in admission system [Personal Interview (PI) vs. multiple mini interviews (MMI)]. Results Among women, but not among men, MH (ext) as compared to MH (lim) was associated with significantly higher JSPE-S at the beginning (118.47±11.43 vs. 110.36±9 .97, p <0.001), and end of 4th-year (117.97±12.86 vs. 111.49±14.42, p <0.001), (p=0.009). Admission system was not associated with JSPE-S at the beginning or at the end of the 4th year. Conclusion Among women, extended MH program had a positive effect on empathy at the beginning of the first clinical year, as compared to the limited program. This effect persisted through that year. However, in men MH program did not affect empathy. Adopting MMI-based admission system had no measurable effect on students’ empathy. Extensive educational program can enhance and sustain empathy in medical students during the first clinical year following the program. Gender differences in response to medical humanities programs requires further study.

scholarly journals Gender Differences in the Effect of Medical Humanities Program on Medical Students' Empathy: A Prospective Longitudinal Study

2019 ◽  
Author(s):  
Michal Lwow ◽  
Laura Canetti ◽  
Mordechai Muszkat
Keyword(s):  
Gender Differences ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical School ◽  
Medical Humanities ◽  
Prospective Longitudinal Study ◽  
Student Version ◽  
Admission System ◽  
Prospective Longitudinal ◽  
Humanities Curriculum

Abstract Objective: Previous studies have suggested that Medical students' empathy declines during medical school, especially during clinical studies. The aim of this study was to examine whether humanities curriculum and admission system affect empathy changes during the first clinical year in medical school. Methods: In this prospective longitudinal study, 262 students were assessed during the fourth-year of medical school. Empathy was assessed before and at 4th-year-end, using the Jefferson Scale of Physician Empathy-Student Version (JSPE-S). The study included three cohorts, differing in humanities curriculum [limited Medical Humanities (MH(lim)) vs. extended Medical Humanities (MH(ext))], and in admission system [Personal Interview (PI) vs. multiple mini interviews (MMI)]. Results: Among women, but not among men, MH(ext) as compared to MH(lim) was associated with significantly higher JSPE-S at the beginning (118.47±11.43 vs. 110.36±9 .97, p<0.001), and end of 4th-year (117.97±12.86 vs. 111.49±14.42, p<0.001), (p=0.009). Admission system was not associated with JSPE-S at the beginning or at the end of the 4th year. Conclusion: Among women, extended MH program had a positive effect on empathy at the beginning of the first clinical year, as compared to the limited program. This effect persisted through that year. However, in men MH program did not affect empathy. Adopting MMI-based admission system had no measurable effect on students’ empathy. Extensive educational program can enhance and sustain empathy in medical students during the first clinical year following the program. Gender differences in response to medical humanities programs requires further study.

scholarly journals Gender Differences in the Effect of Medical Humanities Program on Medical Students' Empathy: A Prospective Longitudinal Study

2020 ◽  
Author(s):  
Michal Lwow ◽  
Laura Canetti ◽  
Mordechai Muszkat
Keyword(s):  
Gender Differences ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical Humanities ◽  
Prospective Longitudinal Study ◽  
Student Version ◽  
Admission System ◽  
Prospective Longitudinal ◽  
The Impact ◽  
Humanities Curriculum

Abstract Objective: Previous studies have suggested that Medical students' empathy declines during medical school, especially during the clinical studies. The aim of this study was to examine. changes in medical students' empathy during their first clinical experience, and to determine the impact of gender and humanities curriculum on empathy changes. Methods: In this prospective longitudinal study, 262 4th year students from three consecutive classes were assessed. Empathy was assessed before and at 4th-year-end, using the Jefferson Scale of Physician Empathy-Student Version (JSPE-S). The three classes differed in humanities curriculum [limited Medical Humanities (MH(lim)) vs. extended Medical Humanities (MH(ext))], and in admission system [Personal Interview (PI) vs. multiple mini interviews (MMI)]. Results: Overall, there was a small but significant decrease in JSPE-S during the fourth year (114.40±11.32 vs. 112.75±14.19, p= 0.034). Among men there was a statistically significant decline in JSPE-S during the fourth year, and the MH(ext) (but not the MH(lim)) was associated with the decline (t(35) = 2.38, p = 0.023). Women students showed no decline in empathy during the fourth-year of studies, regardless of type of humanities program. In addition, women who participated in MH(ext) had a higher JSPE-S scores during the 4th -year as compared to women who participated in MH(lim). Conclusion: Pre-clinical humanities program was associated with a decline in empathy among men medical students during the fourth-year of medical studies. Gender differences in response to medical humanities programs require further study.

scholarly journals Gender differences in the effect of medical humanities program on medical students’ empathy: a prospective longitudinal study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Michal Lwow ◽  
Laura Canetti ◽  
Mordechai Muszkat
Keyword(s):  
Gender Differences ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical Humanities ◽  
Prospective Longitudinal Study ◽  
Student Version ◽  
Admission System ◽  
Prospective Longitudinal ◽  
The Impact ◽  
Humanities Curriculum

Abstract Background Previous studies have suggested that Medical students’ empathy declines during medical school, especially during the clinical studies. The aim of this study was to examine. Changes in medical students’ empathy during their first clinical experience, and to determine the impact of gender and humanities curriculum on empathy changes. Methods In this prospective longitudinal study, 262 4th year students from three consecutive classes were assessed. Empathy was assessed before and at 4th-year-end, using the Jefferson Scale of Physician Empathy-Student Version (JSPE-S). The three classes differed in humanities curriculum [limited Medical Humanities (MH(lim)) vs. extended Medical Humanities (MH(ext))], and in admission system [Personal Interview (PI) vs. multiple mini interviews (MMI)]. Results Overall, there was a small but significant decrease in JSPE-S during the fourth year (114.40 ± 11.32 vs. 112.75 ± 14.19, p = 0.034). Among men there was a statistically significant decline in JSPE-S during the fourth year, and the MH(ext) (but not the MH(lim)) was associated with the decline (t(35) = 2.38, p = 0.023). Women students showed no decline in empathy during the fourth-year of studies, regardless of type of humanities program. In addition, women who participated in MH(ext) had a higher JSPE-S scores during the 4th -year as compared to women who participated in MH(lim). Conclusion Pre-clinical humanities program was associated with a decline in empathy among men medical students during the fourth-year of medical studies. Gender differences in response to medical humanities programs require further study.

scholarly journals Gender Differences in the Effect of Medical Humanities Program on Medical Students' Empathy: A Prospective Longitudinal Study 

2020 ◽  
Author(s):  
Michal Lwow ◽  
Laura Canetti ◽  
Mordechai Muszkat
Keyword(s):  
Gender Differences ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical Humanities ◽  
Prospective Longitudinal Study ◽  
Student Version ◽  
Admission System ◽  
Prospective Longitudinal ◽  
The Impact ◽  
Humanities Curriculum

Abstract Background: Previous studies have suggested that Medical students' empathy declines during medical school, especially during the clinical studies. The aim of this study was to examine. changes in medical students' empathy during their first clinical experience, and to determine the impact of gender and humanities curriculum on empathy changes. Methods: In this prospective longitudinal study, 262 4th year students from three consecutive classes were assessed. Empathy was assessed before and at 4th-year-end, using the Jefferson Scale of Physician Empathy-Student Version (JSPE-S). The three classes differed in humanities curriculum [limited Medical Humanities (MH(lim)) vs. extended Medical Humanities (MH(ext))], and in admission system [Personal Interview (PI) vs. multiple mini interviews (MMI)]. Results: Overall, there was a small but significant decrease in JSPE-S during the fourth year (114.40±11.32 vs. 112.75±14.19, p= 0.034). Among men there was a statistically significant decline in JSPE-S during the fourth year, and the MH(ext) (but not the MH(lim)) was associated with the decline (t(35) = 2.38, p = 0.023). Women students showed no decline in empathy during the fourth-year of studies, regardless of type of humanities program. In addition, women who participated in MH(ext) had a higher JSPE-S scores during the 4th -year as compared to women who participated in MH(lim). Conclusion: Pre-clinical humanities program was associated with a decline in empathy among men medical students during the fourth-year of medical studies. Gender differences in response to medical humanities programs require further study.

Shedding light into the black box: A prospective longitudinal study identifying the CanMEDS roles of final year medical students’ on-ward activities

2017 ◽  
Vol 39 (8) ◽  
pp. 883-890 ◽  
Author(s):  
Till Johannes Bugaj ◽  
Carolin Schmid ◽  
Ansgar Koechel ◽  
Jan Stiepak ◽  
Jan B. Groener ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Medical Students ◽  
Black Box ◽  
Prospective Longitudinal Study ◽  
Prospective Longitudinal

Prevalence and incidence of mental health problems among Dutch medical students and the study-related and personal risk factors: a longitudinal study

2016 ◽  
Vol 28 (4) ◽  
pp. 349-355 ◽  
Author(s):  
Jorien M. Borst ◽  
Monique H.W. Frings-Dresen ◽  
Judith K. Sluiter
Keyword(s):  
Mental Health ◽  
Longitudinal Study ◽  
Medical Students ◽  
Protective Factor ◽  
Mental Health Problems ◽  
Health Problems ◽  
Personal Factors ◽  
Prospective Longitudinal Study ◽  
Symptoms Of Depression ◽  
Prospective Longitudinal

Abstract Background: A high prevalence of mental health problems (i.e. depression and/or anxiety) has been found in medical students in comparison with the general population. Therefore, the objective was first to study the prevalence and 1-year incidence of symptoms of depression, anxiety and any mental health problems among Dutch medical students and, second, to study which study-related and personal factors present a risk of these mental health problems. Methods: A 1-year prospective longitudinal study was performed among medical students of two medical faculties in the Netherlands (n=951). Health problems and study-related and personal factors were measured with an online questionnaire. Mental health problems were assessed by depression and/or anxiety symptoms (BSI-DEP and BSI-ANG). Univariate and multivariate hierarchical logistic regression analyses were performed to examine which of the study-related and personal factors predict mental health problems. Results: At follow-up, 36%, 28% and 48% of the medical students reported symptoms of depression, anxiety and mental health problems, respectively. The incidence between 2010 and 2011 for depression was 20%, 17% for anxiety and 25% for mental health problems. Students who are worried about their own health during medical education are at an increased risk of future mental health problems (OR 2.0 [1.3–2.9], p=0.00). Excessive drinking behavior is a protective factor in this study (OR 0.7 [0.5–0.9], p=0.02). Conclusion: This study shows that only two out of nine factors are significantly associated with mental health problems among Dutch medical students, one risk factor and one protective factor.

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