目的 探索叙事医学培训对临床医学专业实习生共情能力的影响。方法 选取在郑州大学第二附属医院实习的临床医学专业学生60人为研究对象,进行叙事医学的理论学习和临床实践,并在不同时间节点填写杰弗逊共情量表(Jefferson scale of physician empathy,JSPE),比较其得分及其随时间变化的情况。采用t检验和单因素方差分析方法比较其差异。结果 学生在进行叙事医学培训后即刻的JSPE总分为(119.95±10.04)分,高于培训前的(94.22±9.52)分,培训后半年的JSPE总分为(123.33±4.82)分,高于培训后即刻的(119.95±10.04),其差异均具有统计学意义(均P<0.05);培训后1年的JSPE总分为(122.03±5.32)分,略低于培训后半年的(123.33±4.82)分,差异无统计学意义(t=-1.40,P=0.163)。结论 叙事医学培训有助于提高临床医学专业实习生的共情能力,且共情能力的提升在一段时间内是持续的。
Objective To explore the effect of narrative medicine training on empathy of clinical medical students in practice, and explore the changes of empathy ability over time. Methods A total of 60 clinical medical interns rotating in the Second Affiliated Hospital of Zhengzhou University were selected as the research subjects. The students carried out theoretical study and clinical practice of narrative medicine, and filled in the Jefferson Empathy Scale at different time nodes. We compared the score changes of the empathy scale and their changes over time. Compare the differences using t-test and one-way ANOVA methods. Results The total score of JSPE for students immediately after conducting narrative medicine training was 119.95 ± 10.04, which was higher than the score before training (94.22 ± 9.52), and the difference was statistically significant (P<0.05). The scores for each dimension showed statistical differences (all P<0.05); The total score of JSPE in the second half of the training period was 123.33 ± 4.82, which was higher than that immediately after the training period, and the difference was statistically significant (P<0.05); The total score of JSPE in the first year after training was 122.03 ± 5.32 points. Although the value decreased compared to the first half of the training, there was no statistical difference (t=-1.40, P=0.163). Conclusions Narrative medicine training was helpful to improve the empathy ability of clinical medical students, and the improvement of empathy ability was continuous for a period of time.
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