The Relationship Between the Level of Reflective Thinking and Empathy with Patients Among Medical Students at Mazandaran University of Medical Sciences

Ghaed Rahmati  Sh; Zabihi Zazoly  A; Heidari Gorji  A.M; Darabinia  M; Zhianifard  A

doi:10.18502/jmed.v20i4.21727

Ghaed Rahmati Sh School of Medicine, Mazandaran University of Medical Sciences.
Zabihi Zazoly A Assistant Professor, Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
Heidari Gorji A.M Associate Professor, Educational Development Center (EDC), Mazandaran University of Medical Sciences, Sari, Iran.
Darabinia M Associate Professor, Department of Islamic Thought, School of Medicine, Mazandaran University of Medical Sciences.
Zhianifard A Ph.D. candidate of Medical Education, Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.

DOI: https://doi.org/10.18502/jmed.v20i4.21727

Keywords: Reflective Thinking, Empathy, Medical, Student

Abstract

Introduction: Reflective thinking and empathy are basic concepts in medical education. Reflection includes a set of mental and attitudinal activities to gain new insight and understanding. Empathy is also an attempt to understand the thoughts and feelings of others. Therefore, this study aimed to investigate the relationship between the level of reflective thinking and empathy with patients among medical students at Mazandaran University of Medical Sciences.

Method: This cross-sectional (descriptive-analytical) study was conducted during the 2022-2023 academic year among stajers and interns of Mazandaran University of Medical Sciences. Data were collected using the standardized Cambridge Reflective Thinking Questionnaire and the Jefferson Scale of Empathy (Physician version) and were analyzed using Pearson's correlation and the Mann–Whitney test.

Results: A total of 350 questionnaires were completed by 180 stajers and 170 interns. Data analysis revealed no statistically significant difference in reflective thinking scores between interns and externs (P= 0.99). Comparison of empathy scores by educational level showed a statistically significant difference between interns and externs, with externs having significantly higher empathy scores than interns (P< 0.03). The results indicated a significant positive correlation between empathy with patients and reflective thinking among the medical students (r= 0.121, P= 0.02).

Conclusion: According to the current study, there is a significant correlation between the level of empathy and reflective thinking capacity in medical students. Consequently, planning for educational opportunities to enhance reflective thinking skills from the basic sciences level onward can contribute to promoting students' empathy with patients.