Study protocol for the ETMED-L project: Longitudinal study of mental health and interpersonal competence of medical students in a Swiss university using a comprehensive framework of empathy

Berney, Alexandre; Carrard, Valerie; Berney, Sylvie; Schlegel, Katja; Gaume, Jaques; Gholam, Mehdi; Bart, Pierre-Alexandre; Preisig, Martin; Wac, Katarzyna; Schmid Mast, Marianne; Bourquin, Céline (2021). Study protocol for the ETMED-L project: Longitudinal study of mental health and interpersonal competence of medical students in a Swiss university using a comprehensive framework of empathy. BMJ open, 11(12), e053070. BMJ Publishing Group 10.1136/bmjopen-2021-053070

[img]
Preview
Text
e053070.full.pdf - Published Version
Available under License Creative Commons: Attribution-Noncommercial (CC-BY-NC).

Download (674kB) | Preview

Physician interpersonal competence is crucial for patient care. How interpersonal competence develops during undergraduate medical education is thus a key issue. Literature on the topic consists predominantly of studies on empathy showing a trend of decline over the course of medical school. However, most existing studies have focused on narrow measures of empathy. The first aim of this project is to study medical students' interpersonal competence with a comprehensive framework of empathy that includes self-reported cognitive and affective empathy, performance-based assessments of emotion recognition accuracy, and a behavioural dimension of empathy. The second aim of the present project is to investigate the evolution of mental health during medical school and its putative link to the studied components of interpersonal competence. Indeed, studies documented a high prevalence of mental health issues among medical students that could potentially impact their interpersonal competence. Finally, this project will enable to test the impact of mental health and interpersonal competence on clinical skills as evaluated by experts and simulated patients.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology
07 Faculty of Human Sciences > Institute of Psychology > Personality Psychology, Differential Psychology and Diagnostics

UniBE Contributor:

Schlegel, Katja

Subjects:

100 Philosophy > 150 Psychology
300 Social sciences, sociology & anthropology > 370 Education

ISSN:

2044-6055

Publisher:

BMJ Publishing Group

Language:

English

Submitter:

Karin Dubler

Date Deposited:

28 Mar 2022 14:18

Last Modified:

28 Mar 2022 14:26

Publisher DOI:

10.1136/bmjopen-2021-053070

PubMed ID:

34862292

BORIS DOI:

10.48350/167106

URI:

https://boris.unibe.ch/id/eprint/167106

Actions (login required)

Edit item Edit item
Provide Feedback