The intergroup empathy bias among incoming medical students

Bibliographic Data

ID15327876
AuthorsJulian Nasello (0000-0003-0188-1025, Psychosomatic Medicine and Group Psychotherapy, University Day Hospital « La Clé », Liège, Belgium, corresponding author), Marie-Sophie Triffaux (Psychosomatic Medicine and Group Psychotherapy, University Day Hospital « La Clé », Liège, Belgium), Jean‐Marc Triffaux (0000-0002-0058-6190, Psychosomatic Medicine and Group Psychotherapy, University Day Hospital « La Clé », Liège, Belgium)
Year2018
Volume23
Issue1
Pages1527625-1527625
Publication date2018-01-01
Open AccessYes
TypeARTICLE
VenueMedical Education Online (JOURNAL)
Journal identifiersISSN: 1087-2981 • E-ISSN: 1087-2981
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10872981.2018.1527625
PMID30284503
OpenAlexW2895446626
LanguageEN
Citations received1
References cited11

We showed that empathy levels were modulated by group belonging (25% of the variance was explained by group belonging). Post hoc analyses showed that the differences between the peers' and patients' situations tend to reveal an appropriate professional attitude with regard to patients because they displayed: (1) lower scores on personal distress and fantasy; (2) higher scores on perspective taking (as for peers); (3) stable scores on empathic concern in peers' and patients' situations. However, integrating empathy lessons in the educational program of medical students remains a priority. In a long-term perspective, these findings suggest an investigation of the impacts of group belonging on the evolution of students' empathy scores through their medicine studies

Empathy · Medical education · Empathy and Medical Education · Innovations in Medical Education · Medicine · Psychology · Social Psychology · Veterinary Practice and Education Studies

Tools

Open DOISci-HubOpen Access