TY - JOUR
T1 - The role of the emotive, moral, and cognitive components for the prediction of medical students’ empathic behavior in an Objective Structured Clinical Examination (OSCE)
AU - Graupe, Tanja
AU - Giemsa, Patrick
AU - Schaefer, Katharina
AU - Fischer, Martin R.
AU - Strijbos, Jan Willem
AU - Kiessling, Claudia
N1 - Funding Information:
We thank all students for their willingness to participate in the study, all experts for their time and helpful feedback as well as all colleagues and research assistants, especially Clara Wübbolding and Claire Vogel, who helped us to conduct our study. We also thank Thomas Brendel and Thomas Bischoff for the production of the videos and Maximilian Sailer for statistical advise.
Publisher Copyright:
© 2022 Elsevier B.V.
PY - 2022/10
Y1 - 2022/10
N2 - Objectives: Investigate whether medical students’ emotive abilities, attitudes, and cognitive empathic professional abilities predict empathic behavior in an Objective Structured Clinical Examination (OSCE). Methods: Linear and multiple regressions were used to test concurrent validity between Interpersonal Reactivity Index (IRI), Jefferson Scale of Physician Empathy (JSPE-S), Situational Judgement Test (SJT-expert-based score (SJT-ES), SJT-theory-based score (SJT-TS)) and empathic behavior in an OSCE measured by Berlin Global Rating (BGR) and Verona Coding Definitions for Emotion Sequences (VR-CoDES). Results: Highest amounts of explained variance of empathic behavior measured by VR-CoDES were found for the SJT-ES (R2 = 0.125) and SJT-TS (R2 = 0.131). JSPE-S (R2 = 0.11) and SJT-ES (R2 = 0.10) explained the highest amount of variance in empathic behavior as measured by BGR. Stepwise multiple regression improved the model for BGR by including SJT-ES and JSPE-S, explaining 16.2% of variance. Conclusions: The instrument measuring the emotive component (IRI) did not significantly predict empathic behavior, whereas instruments measuring moral (JSPE-S) and cognitive components (SJT) significantly predicted empathic behavior. However, the explained variance was small. Practice implications: The instrument measuring the emotive component (IRI) did not significantly predict empathic behavior, whereas instruments measuring moral (JSPE-S) and cognitive components (SJT) significantly predicted empathic behavior. However, the explained variance was small. In a longitudinal assessment program, triangulation of different instruments assessing empathy offers a rich perspective of learner's empathic abilities. Empathy training should include the acquisition of knowledge, attitudes, and behavior to support learner's empathic behaviors.
AB - Objectives: Investigate whether medical students’ emotive abilities, attitudes, and cognitive empathic professional abilities predict empathic behavior in an Objective Structured Clinical Examination (OSCE). Methods: Linear and multiple regressions were used to test concurrent validity between Interpersonal Reactivity Index (IRI), Jefferson Scale of Physician Empathy (JSPE-S), Situational Judgement Test (SJT-expert-based score (SJT-ES), SJT-theory-based score (SJT-TS)) and empathic behavior in an OSCE measured by Berlin Global Rating (BGR) and Verona Coding Definitions for Emotion Sequences (VR-CoDES). Results: Highest amounts of explained variance of empathic behavior measured by VR-CoDES were found for the SJT-ES (R2 = 0.125) and SJT-TS (R2 = 0.131). JSPE-S (R2 = 0.11) and SJT-ES (R2 = 0.10) explained the highest amount of variance in empathic behavior as measured by BGR. Stepwise multiple regression improved the model for BGR by including SJT-ES and JSPE-S, explaining 16.2% of variance. Conclusions: The instrument measuring the emotive component (IRI) did not significantly predict empathic behavior, whereas instruments measuring moral (JSPE-S) and cognitive components (SJT) significantly predicted empathic behavior. However, the explained variance was small. Practice implications: The instrument measuring the emotive component (IRI) did not significantly predict empathic behavior, whereas instruments measuring moral (JSPE-S) and cognitive components (SJT) significantly predicted empathic behavior. However, the explained variance was small. In a longitudinal assessment program, triangulation of different instruments assessing empathy offers a rich perspective of learner's empathic abilities. Empathy training should include the acquisition of knowledge, attitudes, and behavior to support learner's empathic behaviors.
KW - Assessment
KW - Communication skills
KW - Empathy
KW - Medical education
KW - Objective Structured Clinical Examination (OSCE)
KW - Situational Judgment Test (SJT)
KW - Verona CodingDefinitions of Emotional Sequences (VR-CoDES)
UR - http://www.scopus.com/inward/record.url?scp=85133611578&partnerID=8YFLogxK
U2 - 10.1016/j.pec.2022.06.017
DO - 10.1016/j.pec.2022.06.017
M3 - Article
C2 - 35798614
AN - SCOPUS:85133611578
SN - 0738-3991
VL - 105
SP - 3103
EP - 3109
JO - Patient Education and Counseling
JF - Patient Education and Counseling
IS - 10
ER -