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Comparison of empathy with patients between first-year and last-year medical students of Tehran University of Medical Sciences

机译：德黑兰医科大学第一年和上年医学生对患者的同情容

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This study was conducted to assess the developmental factors of empathy among medical students of Tehran University of Medical Sciences (TUMS). To assess the empathy levels, 42 first-year and an equal number of last-year medical students were randomly selected. They answered a questionnaire including the medical student version of the Jefferson Scale, demographic, and some related variables. Statistical analyses were performed using the Chi-square test, T-test, univariate, and multivariate regressions. The study population consisted of 51 (60.7?%) men and 33 (39.3?%) women with a mean (SD) age of 22.24 (4.10) years. The Jefferson score was 110.19?±?13.61 and 103.52?±?20.00 in first- and last-year medical students, respectively. Moreover, medical students who completely passed at least one of the considered empathy courses of the TUMS curriculum had higher empathy scores compared to their counterparts (109.83?±?15.54 vs. 103.68?±?19.02). There was no significant association between empathy and gender, self-experience of illness, marital status, family history of chronic disease, and parents’ education (all P-values??0.05). After adjusting for the effects of confounders, the empathy scores were significantly associated with the academic year level (p?=?0.04), level of interest in medicine (p?=?0.001), and passing the empathy courses (p?=?0.04). The data provided from a top Iranian medical school indicated that the academic year level, level of interest in medicine, and passing the empathy courses were significantly associated with the empathy level. Further studies are recommended.
机译：进行了本研究，以评估德黑兰医学院医学生的同理心的发展因素（TUMS）。为了评估同理心级别，42名第一年和相同数量的上年医学生是随机选择的。他们回答了一个调查问卷，包括医学学生版本的杰斐逊规模，人口统计和一些相关变量。使用Chi-Square测试，T检验，单变量和多变量回归进行统计分析。该研究人群由51名（60.7％）的男性和33名（39.3倍）的妇女组成，平均（SD）年龄为22.24岁（4.10）年。杰斐逊得分分别为110.19？±13.61和103.52？±20.00在第一年和上年医学生。此外，与他们的对应物相比，完全通过了Tums课程的至少一个被考虑的同情课程的医学生（109.83？±15.54 vs.103.68？±19.02）。同理心和性别之间没有重大关联，疾病，婚姻状况，慢性病家族史和父母的教育的自我经验（所有P值？＆？0.05）。调整混淆效果后，同情评分与学年一级显着相关（p？= 0.04），医学患者水平（p？= 0.001），并通过同情课程（p？=？ 0.04）。从顶级伊朗医学院提供的数据表明，学年一级，医学率水平，并通过同理化课程与同理心脏水平大大相关。建议进一步研究。

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