Abdolhussein Shakurnia; Mahmood Maniati; Nasrin Khajeali; Maryam Barani
Abstract
Background: Empathy is an important component of effective communication of a patientpractitioner relationship. Medical students are expected to know this ability as part of their education.Objectives: This study aimed to assess the effect of a short-training course on the empathy levels of medical students.Methods: ...
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Background: Empathy is an important component of effective communication of a patientpractitioner relationship. Medical students are expected to know this ability as part of their education.Objectives: This study aimed to assess the effect of a short-training course on the empathy levels of medical students.Methods: This is a quasi-experimental study conducted on eighty second-year medical students in Ahvaz Jundishapur University of Medical Sciences (AJUMS), Iran, 2019. The intervention comprised of a lecture-based short training course, which was taught by a psychiatrist and was held in two sessions (Two hours each) for two consecutive weeks. Empathy was assessed using the Jefferson Scale of Empathy-Student version (JSE) before and after the intervention. Students with empathy scores higher than average were considered high empathy group, and those with scores lower than average as low empathy group. Data were analyzed using paired T-tests through SPSS software, version 16.Results: The mean JSE score was 99.66±13.4 and 101.62 ± 16.37, before and after the -intervention, respectively. However, despite the score increased, the difference was not statistically significant (p=0.054). Nevertheless, the empathy scores of high-empathy students significantly increased after the-intervention (110.49 Vs 114.15, p=0.002). The empathy level also showed a significant enhancement in female students after training (p=0.006).Conclusion: This study shows that a short training course is somewhat effective in developing medical student empathy. The findings suggest a need for revision of content and implementation of this course training into the existing medical curriculum.
Hossein Habibzadeh; Nasrin Khajeali; Hamid Reza Khalkhali; Yosof Mohammadpour
Volume 11, Issue 4 , February 2015, , Pages 500-507
Abstract
Background & Objective: Clinical efficacy plays an important role in clinical knowledge and skill application One of the ways to increase selfefficacy is using experience and results of clinical research The aim of the present study was to evaluate the impact of evidencebased education on nursing ...
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Background & Objective: Clinical efficacy plays an important role in clinical knowledge and skill application One of the ways to increase selfefficacy is using experience and results of clinical research The aim of the present study was to evaluate the impact of evidencebased education on nursing students selfefficacy Methods: This experimental study was conducted on 48 nursing students in their 3rd semester in Urmia University of Medical Sciences Iran The study subjects were selected using convenience sampling and randomly divided into 2 groups of intervention and control (n = 24) Considering the students training in the orthopedic ward the intervention group participants were divided into 8 groups Students in the intervention group were trained in evidencebased education in 2 sessions each lasting 2 hours Selfefficacy was evaluated before and after training in the control and intervention groups using the generalized selfefficacy (GSE) scale Data were analyzed using SPSS software and chisquare ttest MannWhitney test and Wilcoxon test Data were analyzed using confidence interval of 95 ± 2% Results: Of the students 333% were female and 667% male MannWhitney test showed the selfefficacy of the intervention group students to be significantly higher than control group students (P < 0001) No significant differences were observed in the control group Conclusion: Evidencebased education causes greater improvement in selfefficacy in comparison to conventional methods Therefore the use of this method is recommended in clinical education