Research on hotspots and frontier trends of medical students' empathy based on CiteSpace visualization analysis software

doi:10.3760/cma.j.issn.1673-677X.2019.10.014

Abstract

Abstract: Objective Through the visual analysis of the medical students' empathy field from 1999 to 2019,the research hotspots and frontier trends in this field are described to provide data support and results reference for China's research in the field.Methods Bibliometrics was used.Using CiteSpace visual analysis software as a research tool,statistical analysis was carried out on research power,high-impact authors,high-impact journals,high-frequency keywords and mutation words of 1 146 literatures in the field of empathy of medical students retrieved from the core collection of Web of Science on February 25,2019.Results The research strength in the field of empathy of medical students was mainly concentrated in the United States,accounting for 45.20%(518/1 146) of the total number of papers published in the past 20 years.The first of high-yield and high-cited authors were Hojat M,published 36 articles and cited 573 times.Acad Med was ranked first in the cited frequency,cited 899 times in 20 years.The high-frequency keywords included empathy,medical student,education,gender and so on.The mutation words included communication-skills,internal-medicine and personal-qualities.Conclusions From 1999 to 2019,the research hotspots in the field of empathy of medical students cover empathy education,gender differences in empathy.The frontier trends mainly focus on empathy communication skills,empathy of internal medicine students,empathy and personal qualities.

Key words: Medical students, Empathy, Visual analysis software, Research hotspots, Frontier trend

CLC Number:

R395
R0

Wei Lifeng, Li Yong, Liang Libo, Liu Jingjing, Zhang Gangyu, Jia Haonan, Wang Yameng, Fang Huiying, Jiang Kexin, Jiao Mingli. Research on hotspots and frontier trends of medical students' empathy based on CiteSpace visualization analysis software[J]. Chinese Journal of Medical Education, 2019, 39(10): 789-794.

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