Korean J Med Educ.  2022 Mar;34(1):17-26. 10.3946/kjme.2022.216.

Development of student empathy during medical education: changes and the influence of context and training

• Samarasekera DD
• Lee SS
• Yeo SP
• Ponnamperuma G

• KMID: 2527230
• DOI: http://doi.org/10.3946/kjme.2022.216

Abstract

Purpose
Empathy levels have been observed to often decrease when medical undergraduates move to the clinical years, particularly in the Western countries. However, empathy either remains similar or increases in many Asian medical schools. This study investigated the longitudinal empathy profile of medical students in Singapore.
Methods
Two cohorts of medical students who enrolled in 2013 and 2014 to the National University of Singapore were tracked for 5 years. The Jefferson Scale of Empathy–student version was used. Analyses on the mean of the empathy level and individual factors, year-wise and gender comparison were conducted.
Results
Average response rates for cohort 1 and 2 were 68.1% (n=181–263) and 55.4% (n=81–265), respectively. For both cohorts, there was no significant change across year of study in the mean empathy score. Average scores for both cohorts were 113.94 and 115.66. Though not significant, we observed mean empathy to be lowest at the end of year 5 (112.74) and highest in year 2 (114.72) for cohort 1 while for cohort 2, the lowest level of empathy was observed in year 5 (114.20) and highest in year 4 (118.42). Analysis of subcomponents of empathy only showed a significant difference for cohort one factor 1 (perspective taking) and factor 3 (standing in patients’ shoes) across the study years.
Conclusion
No significant change in empathy score was observed during the transition from pre-clinical to clinical years, unlike many Western and Far-Eastern studies. This might be due to the curriculum and influence of the Asian values.

Keyword

Undergraduate medical education; Empathy; Asia