Empathy scores between timepoints.

Background
Empathy is a fundamental tool in clinical practice, but despite its importance and benefits, it is often underrepresented in medical curricula. This study explored the evolution of medical students’ empathy longitudinally across six years of undergraduate training following the introduction of a curriculum with 4-hour workshops during each of the six clinical rotations from Years 4 to 6, complemented by self-reflections after each rotation.
Methods
Students of the 2016 class (graduated 2022) completed the Jefferson Scale of Empathy-Students (JSE-S) and the Interpersonal Reactivity Index (IRI) at the beginning of Year 1 (T0) of studies, beginning Year 3 (T1), end Year 3 (T2) and end Year 6 (T3). The NEO Five-Factor Personality Inventory was completed at T0. Empathy scores across timepoints were analyzed using repeated measured analyses of variance (ANOVA).
Results
36.1% and 32.5% of 169 eligible students completed the JSE-S and IRI scores respectively at all four timepoints. The JSE-S total mean score increased significantly across the six years of medical course (p < 0.001), as did the IRI total mean score (p < 0.001). In addition, the mean JSE-S total score increased significantly between T3 vs T0 (p < 0.001), T3 vs T2 (p < 0.001 and T2 vs T1 (p = 0.028); and the mean IRI total increased significantly between T3 vs T0 (p < 0.001) and T3 vs T2 (p < 0.001).
Conclusion
Medical students who experienced a new professionalism program increased their empathy as measured by the JSE-S and IRI instruments across the six years of curriculum.

背景
共情是临床实践中的核心工具，尽管其重要性与临床价值不言而喻，但医学课程中对共情能力的培养常处于缺位状态。本研究针对某本科医学培养方案展开纵向追踪，探究6年制本科训练中医学生共情能力的变化轨迹：该方案在第4至第6学年的6次临床轮转期间，每轮设置4学时共情工作坊，并辅以每轮轮转后的自我反思环节。
方法
2016级（2022年毕业）医学生分别于入学第1学年伊始（T0）、第3学年伊始（T1）、第3学年末（T2）及第6学年末（T3）完成杰弗逊共情量表-学生版（Jefferson Scale of Empathy-Students, JSE-S）与人际反应指针量表（Interpersonal Reactivity Index, IRI）测评；并于T0时点完成NEO五因素人格问卷（NEO Five-Factor Personality Inventory）测评。采用重复测量方差分析（repeated measured analyses of variance, ANOVA）对不同时间点的共情得分进行统计分析。
结果
169名符合纳入标准的学生中，分别有36.1%与32.5%的受试者在全部4个时间点完成了JSE-S与IRI量表测评。6年制医学培养全程中，JSE-S量表总均分与IRI量表总均分均呈显著上升趋势（p<0.001）。进一步两两比较显示，JSE-S总均分在T3与T0（p<0.001）、T3与T2（p<0.001）及T2与T1（p=0.028）组间均存在显著提升；IRI总均分则在T3与T0（p<0.001）及T3与T2（p<0.001）组间提升显著。
结论
参与该新型职业素养培养方案的医学生，其经JSE-S与IRI量表测评的共情能力在6年制医学课程全程中均得到显著提升。