Objective To evaluate the effect of parallel case writing on empathy abilities of clinical medical students. Methods A total of 60 students in grade four of two clinical medicine classes in a medical college were selected. One class was set up as observation group and received routine medical professional education, the other class was set up as research group to increase parallel medical record writing training on the basis of observation group. The empathy ability of students was measured by Jefferson empathy scale before training and 3 months after training, and the results were compared between the two groups.Results Before the training of parallel case writing, the score of empathy in the observation group was (102.84±2.82) and that in the intervention group was (103.02±3.28) . There was no statistically significant difference between them (P＞0.05) .3 months after training, the empathy score of the observation group was (103.18 ±2.56) lower than that of the study group (115.62 ±2.95) , and the empathy ability of the trained students was higher than that of the untrained students, the difference was statistically significant (P ＜0.05) . There was no statistical difference between the observation group and the observation group before and after training (P＞0.05) . The empathy score of the study group after intervention was higher than that before the intervention (P＜0.05) .Conclusion The writing training of parallel medical records is helpful to improve the empathy ability of clinical medical students. The course needs to be further developed and perfected, and should be expanded in the standardized training of medical students and resident doctors according to the specific conditions.%目的 评价平行病历写作对临床医学专业学生共情能力的影响.方法 选取某医学院2个临床医学班级的四年级学生, 共60人.其中一个班级学生设为观察组接受常规的医学专业教育, 另一个班级设为研究组在观察组基础上增加平行病历写作培训.运用杰斐逊共情量表在开展培训前及培训后3个月时测量学生的共情能力, 比较两组评估结果.结果 在平行病历写作培训开始前, 观察组学生的共情分数为 (102.84±2.82) 分, 研究组为 (103.02±3.28) 分, 两组比较, 差异无统计学意义 (P＞0.05) .培训后3个月, 观察组学生的共情分数为 (103.18±2.56) 分低于研究组的 (115.62±2.95) 分, 接受培训的学生的共情能力高于未接受培训的学生, 差异有统计学意义 (P＜0.05) .培训前后观察组学生共情分数变化无统计学差异 (P＞0.05) , 研究组干预后的共情分数在高于干预前 (P＜0.05) .结论 平行病历写作培训有助于提高临床医学学生的共情能力, 该课程需要进一步开发与完善, 需结合具体情况, 在医学生与住院医师规范化培训中拓展.
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