The desirable qualities of future doctors – A study of medical student perceptions

Hurwitz, Steven; Kelly, Brian; Powis, David; Smyth, Robyn; Lewin, Terry J.

doi:10.3109/0142159x.2013.770130

Cited by 39 publications

(31 citation statements)

References 23 publications

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“…The results also showed that CBL improved the student's personal skills specially their communication skills which are known to be essential for medical as well as dental doctors [16].In line with our findings, it has been reported that student communication skills and ability to work within a team were significantly improved due to CBL implementation in a microbiology course [17][18] and pharmacology course [19].Our data indicated that this innovative pedagogical approach not only improved students' personal skills but also improved students' professionalism in the form of punctuality and respect of others opinions in the group.…”

Section: Results:-supporting

confidence: 80%

The Perspective of First Year Dental Students to Case-Based Learning as an Effective Tool in Learning Physiology: A Case Study.

Abdalla¹,

Mohdy²

2017

IJAR

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Section: Results:-supporting

confidence: 80%

The Perspective of First Year Dental Students to Case-Based Learning as an Effective Tool in Learning Physiology: A Case Study.

Abdalla¹,

Mohdy²

2017

IJAR

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“…The range of desirable personal abilities of a doctor varied according to student characteristics including their prior educational experience. [6]…”

Section: Introductionmentioning

confidence: 99%

Assessment of nonscholastic abilities and its associated factors among medical students: An exploratory study

Kumar

Sarkar

2017

J Edu Health Promot

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Background:Nonscholastic abilities among medical students are an important area of concern for the health professionals. Very few studies had been conducted in the past with regard to it.Objective:This study was an exploratory study aimed to assess the nonscholastic abilities among medical students in a medical institution in coastal South India.Materials and Methods:This study assessed three broad domains of nonscholastic abilities namely personal qualities, interpersonal activities, and communication skills among 106 medical students using a structured questionnaire (27 questions with a total score of 27). The data were analyzed by independent t-test and linear regression model.Results:About 41.5% (44) of the subjects were males and 52.8% (56) of them were belonged to 18–19 years age group. Overall mean score of nonscholastic abilities was found to be 19.40 (standard deviation = 3.27). Percentile distribution of subjects is at score 17 (25th percentile), 20 (50th percentile), and 22 (75th percentile). Mean personal quality domain score was found to be proportionately lesser than other domains of nonscholastic abilities. Nonscholastic ability score was significantly associated with marks obtained in the previous examination (P = 0.006). However, linear regression analysis revealed that the presence of family problems (P = 0.005) and alcohol use (P = 0.026) were associated with low nonscholastic ability score among medical students.Conclusion:Nonscholastic abilities are still a required need in medical student's career. Further analytical studies will help in identifying the in-depth evaluation of factors associated with it.

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“…They are aware of this point. This is shown by Hurwitz et al, [2] who surveyed firstyear students regarding the desirable qualities of future doctors and reported that empathy received the second-highest score. Meanwhile, some previous studies have indicated a decline of students' empathy during undergraduate medical education [3][4][5][6][7].…”

Section: Introductionmentioning

confidence: 82%

Stability of empathy scores between first- and fourth-year medical students: A longitudinal study at a Japanese medical school

Nakanishi¹,

Ito²

2019

Preprint

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Background: In medical practice, a relationship of trust between doctors and patients is essential. An important part of building and maintaining this relationship is empathy. Prior studies have suggested that empathy in medical students declined around the fourth year. The purpose of this study is to verify the decrease of empathy and gain further insights into empathy factors. Methods: This longitudinal study of undergraduate medical students was conducted through a self-administered, 20-item survey, using a 5-point Likert scale. First (n=105) and fourth (n=62) year students at Yamagata University Faculty of Medicine, School of Medicine in Japan were assessed for empathy using the Japanese version of the Jefferson Scale of Physician Empathy (JSPE). Total empathy scores were calculated, and multivariate analysis of variance (MANOVA) was used to reveal the underlying factors of the Japanese version of JSPE. Finally, logistic regression analysis was used to investigate the presence of any relationships between attributes such as gender-related differences, age, school year, and experience as a patient. Results: In total, 234 participants were contacted, of whom 167 responded (71.3%). No decrease of mean empathy scores was shown between first-year (66.4) and fourth-year students (68.4). Factor analysis identified four factors: “building good patient-doctor relationship,” “importance of empathetic care,” “understanding patients’ view,” and “compassionate care.” A weak correlation (r = - 0.271) was observed between “understanding patients’ view” and “importance of empathetic care.” The odds ratio of females in “understanding patients’ view” and “compassionate care” was significantly higher (p<0.05) than in males. For “compassionate care,” statistically significant differences were noted for gender (p < 0.05) and age (p< 0.05) and the effect of gender being larger than age. Conclusions: This longitudinal cohort study in one medical school in Japan showed that empathy scores of first- and fourth-year students did not decrease, and the contribution of “compassionate care” was lowest of the four factors. The results imply the necessity to provide a program that enables preclinical medical students to understand the significance of emotional empathy and express it before they appear for computer-based testing (CBT) and objective structured clinical examination (OBCE) in their fourth year.

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The desirable qualities of future doctors – A study of medical student perceptions

Cited by 39 publications

References 23 publications

The Perspective of First Year Dental Students to Case-Based Learning as an Effective Tool in Learning Physiology: A Case Study.

The Perspective of First Year Dental Students to Case-Based Learning as an Effective Tool in Learning Physiology: A Case Study.

Assessment of nonscholastic abilities and its associated factors among medical students: An exploratory study

Stability of empathy scores between first- and fourth-year medical students: A longitudinal study at a Japanese medical school

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