Family Loneliness: Its Effects in the Development of Empathy, Teamwork and Lifelong Learning Abilities in Medical Students

Berduzco-Torres, Nancy; Medina, Pamela S.; Choquenaira-Callañaupa, Begonia; San-Martín, Montserrat; Bolton, Roberto C. Delgado; Vivanco, Luís

doi:10.3389/fpsyg.2020.02046

Cited by 13 publications

(13 citation statements)

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“…Given a preexisting psychological vulnerability, a stressful, demanding, and competitive context can contribute to the manifestation of a poor reaction to others' emotional states. Our findings are consistent with recent studies with healthcare professionals indicating an inverse association between empathy and loneliness (Marilaf Caro et al, 2017 ; Soler-Gonzalez et al, 2017 ; Berduzco-Torres et al, 2020 ), and in our sample, feeling alone increased the likelihood of showing a distressed empathic investment by almost 1.2 times.…”

Section: Discussionsupporting

confidence: 93%

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Heart and Head: Profiles and Predictors of Self-Assessed Cognitive and Affective Empathy in a Sample of Medical and Health Professional Students

et al. 2021

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For medical and health professions, students learning to respond to others' distress with well-regulated empathy is an important developmental skill linked to positive health outcomes and professionalism. Our study aimed to investigate the sociodemographic, psychological, and psychosocial differences between medical (MS) and health professional (HPS) students and their empathic abilities, since both populations share common stressors, namely, dealing with suffering people. Additionally, we were interested in assessing the psychological and psychosocial predictors of empathy of MS compared to HPS. One hundred thirty MS and 86 HPS were administered the Patient Health Questionnaire-9, Interpersonal Reactivity Index, Integrative Hope Scale, and UCLA Loneliness Scale. The two groups showed differences in their contextual characteristics, with the HPS group having larger families, lower parents' education levels, and lower family income compared to the MS group. In both groups, ~15% of students reported previous contact for psychological problems. A higher proportion of HPS (23.3%) reported depressive symptoms than MS (10%), and female HPS reported more intense feelings of loneliness than other subgroups of students. No differences were found between the two groups in self-assessed cognitive and affective empathy. In both groups, women showed greater affective scores than men and, at the same time, seemed to be particularly prone to personal distress. The cognitive empathic dimension of “perspective taking” was predicted by young age (OR, 612; 95% CI, 1.395–15.242) and the overall socioeconomic status (OR, 3.175; 95% CI, 1.154–8.734) of the HPS. Self-assessed affective competence was predicted by female gender (OR, 3.112; 95% CI, 1.328–7.288), depressive symptomatology (OR, 2.777; 95% CI, 1.004–7.681), higher mother's level of education (OR, 2.764; 95% CI, 1.147–6.659), and feeling of hope related to social relationships (OR, 1.367; 95% CI, 1.152–1.622). Risk factors for poor self-assessed affective emphatic skills were previous contact for psychological problems (OR, 3.263; 95% CI, 1.238–8.601) and feelings of loneliness (OR, 1.18; 95% CI, 1.09–1.276). Our findings emphasize the need to test psychosocial models to better understand empathic skills.

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Section: Discussionsupporting

confidence: 93%

“…In the last 30 years, many studies have emphasized the important role that the family environment plays in healthcare professionalism, with special attention given to the development of empathic abilities (Bernabeo et al, 2018 ; Berduzco-Torres et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Heart and Head: Profiles and Predictors of Self-Assessed Cognitive and Affective Empathy in a Sample of Medical and Health Professional Students

et al. 2021

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“…Additionally, loneliness correlation with ease-of-use supports similar findings in the literature (e.g., [34,37]) regarding the link between loneliness and older adults' cognition deficits. Nevertheless, in contrast to the connection of loneliness with older adults' motivation to learn [33], as well as Berduzco-Torres et al [60] reported a link between loneliness and learning, the relationship between older adults' loneliness and learnability was not valid in the current project.…”

Section: Discussioncontrasting

confidence: 71%

“…However, older adults need more time to complete training in computer-based systems than younger learners [56,57]. Notably, there is also a relationship between learnability and culture [58,59], as well as between life-long learning abilities and family loneliness [60].…”

Section: Users' Evaluative Perceptions Towards Technologymentioning

confidence: 99%

Connections between Older Greek Adults’ Implicit Attributes and Their Perceptions of Online Technologies

2020

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Older Greek adults make use of web technologies much less than the majority of their peers in Europe. Based on the fact that psychosocial attributes can also affect technology usage, this exploratory quantitative research is an attempt to focus on the implicit factors related to older Greek adults’ perceived usability, learnability, and ease-of-use of web technologies. For this aim, a web 2.0 storytelling prototype has been demonstrated to 112 participants and an online questionnaire was applied for data collection. According to the results, distinct correlations emerged between older adults’ characteristics (chronological age, loneliness, future time perspective) and the perceived usability, learnability, and ease-of-use of the presented prototype. These outcomes contribute to the limited literature in the field by probing the connections between older people’s implicit attributes and their evaluative perceptions of online technologies.

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“…Studies with medical and nursing students [23][24][25] also suggest similar ndings associated with certain social and cultural environments. Furthermore, studies performed in the United States [26] and recently in Peru [27] have reported that parents and family environments play a role of in uence in the development of empathy in medical students.…”

Section: Introductionmentioning

confidence: 99%

Non-Academic Factors Influencing the Development of Empathy in Undergraduate Nursing Students: a Cross-sectional Study

Berduzco-Torres¹,

Medina²,

San-Martín³

et al. 2021

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Background: Empathy is described as a core competence of nursing. There is abundant research evidence supporting that empathy varies according to personal characteristics and targeted training. The aim of this study was to characterize non-academic factors (personal and environmental) influencing the development of empathy in undergraduate nursing studies who are not receiving a targeted training in empathetic abilities in their nursing schools. Methods: A cross-sectional study was performed in the three nursing schools located in Cusco city, Peru (two private and one public). The Jefferson Scales of Empathy, Attitudes toward Physician-Nurse Collaboration, and Lifelong Learning, the Emotional Loneliness Scale for Adults, and the Scale of Life Satisfaction, were applied as the main measures. Also, information regarding gender, nursing school, and age, were collected. After psychometric properties were assessed, all measures were used in the development of a multivariate regression model to characterize factors of influence in empathy. Results: In a sample composed by 700 undergraduate nursing students (72 males and 628 females), a multivariate linear regression model was created. This model explained the 53% of variance of empathy and fitted all conditions necessary for inference estimations. Teamwork abilities, loneliness, age, sex, subjective well-being, and nursing school, appeared as factors influencing the development of empathy in patients’ care.Conclusions: Findings have indicated that, in absence of a targeted training, individual characteristics and characteristics associated with social and family environments play an important role of influence in the development of empathy in nursing students. These findings are also in consonance with others previously reported in different cultural settings including high-, middle- and low-income countries.

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Family Loneliness: Its Effects in the Development of Empathy, Teamwork and Lifelong Learning Abilities in Medical Students

Cited by 13 publications

References 50 publications

Heart and Head: Profiles and Predictors of Self-Assessed Cognitive and Affective Empathy in a Sample of Medical and Health Professional Students

Heart and Head: Profiles and Predictors of Self-Assessed Cognitive and Affective Empathy in a Sample of Medical and Health Professional Students

Connections between Older Greek Adults’ Implicit Attributes and Their Perceptions of Online Technologies

Non-Academic Factors Influencing the Development of Empathy in Undergraduate Nursing Students: a Cross-sectional Study

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