Rollin W. Nagel, Catherine R. Lucey, Daniel M Clinchot, and David Way Ohio State University
Purpose: There is insufficient information about empathy and related constructs in medical school matriculates. When do students change from being empathic and humanistic to being cynical or do they? The purpose of this longitudinal assessment is to measure the level of empathy, cynicism, burnout, stress, cohesion, psychological safety, learning environment, quality of life and residency preference as students progress through medical school.
Method: On‐line assessments of OSU medical students using end‐of‐year (EOY) surveys and at entry are solicited. The surveys include student empathy, personal distress, and perspective taking (Interpersonal Reactivity Index), exhaustion, cynicism and personal efficacy (Maslach Burnout Inventory Student Survey), stress (Perceived Stress Scale), emotional climate, nurturance, student‐ student interaction, meaningful learning experience, flexibility (Learning Environment Questionnaire), cohesion (Perceived Cohesion Scale), 10‐item Quality of Life, Psychological Safety, and top residency specialty choices. Two‐way repeated measures ANOVAs have assessed changes among classes and across time.
Results: These assessment instruments have previously demonstrated reliability and validity. Currently two years of data from three classes at OSU have been collected. Many of the ANOVAs demonstrate significant interactions (P<.05; differences across time among classes). Example post hoc analyses for entry to EOY1 indicated significant (P<.05) increases in distress, stress, cynicism, emotional exhaustion, and personal efficacy. In addition, there was less exhaustion and more personal distress for EOY1 to EOY2.
Conclusions: Many of the analyzed differences were a result of changes from medical school entry to EOY1. Future EOY assessments may clarify class differences and be used to study the impact of major curricular changes.
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