Emotion recognition and extraversion of medical students interact to predict their empathic communication perceived by simulated patients

Background: This study assessed the impact of medical students’ emotion recognition ability and extraversion on their empathic communication, as perceived by simulated patients in a training context.
Methods: This study
Background: This study assessed the impact of medical students’ emotion recognition ability and extraversion on their empathic communication, as perceived by simulated patients in a training context.
Methods: This study used a crossed-effect data structure and examined 245 students in their fourth year of medical school. The students’ personality traits were assessed based on a self-assessment questionnaire of the short form of the Big Five Inventory; their emotion recognition ability was measured using a performance test (Diagnostic Analysis of Nonverbal Accuracy-2, Adult Facial Expressions). Simulated patients evaluated the medical students’ empathic communication.
Results: Students with a combination of high emotion recognition ability and extraversion received more positive ratings from simulated patients than their fellow students with a combination of emotion recognition ability and low extraversion. The main effects of emotion recognition or extraversion were not sufficient to yield similar effects. There were no other effects related to the remaining Big Five variables.
Conclusions: The results support the hypothesis that to build rapport with patients, medical staff need to combine emotional capabilities with a dispositional interest in interpersonal encounters.
show moreshow less

Export metadata

  • Export Bibtex
  • Export RIS
Metadaten
Author:Teresa Schreckenbach, Falk Ochsendorf, Jasmina Sterz, Miriam Rüsseler, Wolf Otto Bechstein, Bernd Bender, Myriam Bechtoldt
URN:urn:nbn:de:hebis:30:3-476904
DOI:http://dx.doi.org/10.1186/s12909-018-1342-8
ISSN:1472-6920
Pubmed Id:http://www.ncbi.nlm.nih.gov/pubmed?term=30314497
Parent Title (English):BMC medical education
Publisher:BioMed Central
Place of publication:London
Document Type:Article
Language:English
Year of Completion:2018
Date of first Publication:2018/10/11
Publishing Institution:Universitätsbibliothek Johann Christian Senckenberg
Release Date:2018/10/16
Tag:Big five; Emotional recognition; Medical education; Personality; Simulated patients
Volume:18
Issue:1, Art. 237
Pagenumber:10
First Page:1
Last Page:10
Note:
Open Access: This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
HeBIS PPN:43918634X
Institutes:Medizin
Dewey Decimal Classification:610 Medizin und Gesundheit
Sammlungen:Universitätspublikationen
Open-Access-Publikationsfonds:Medizin
Licence (German):License LogoCreative Commons - Namensnennung 4.0

$Rev: 11761 $