의과대학생의 교육경험에 따른 공감개념의 인식구조 변화
Changes in the Perception Structure of the Concept of Empathy According to the Educational Experience of Medical Students
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Purpose : The purpose of this study is to explore changes in the conceptual perception structure of medical students’ empathy according to the educational experience provided at the beginning of the basic medicaleducation. Methods : The subjects of this study were 116 students in the 2nd year of the pre-medical department of the College of Medicine. Results : Before and after the basic medical interview class and after the end of the dissection practice, words included in the concept of empathy such as ‘the other person’, ‘emotion’, ‘understanding’,‘position’, ‘situation’, and ‘thought’ appeared in common. However, these common words appeared mixed before and after the basic medical interview class, but after the end of the dissection practice, theychanged to a structure that recognizes the concept of empathy by integrating the core concepts of ‘the other’, ‘understanding’, and ‘emotion’. In particular, after the end of the dissection practice, the word‘patient’ appeared, expressing the specific object of empathy as a doctor for the first time. Conclusion : Curriculum related to medical interview within the basic medical education curriculum should be systematically developed so that students can continuously experience practical medical interviewsituations along with theoretical education.
Abstract
Purpose : The purpose of this study is to explore changes in the conceptual perception structure of medical students’ empathy according to the educational experience provided at the beginning of the basic medicaleducation. Methods : The subjects of this study were 116 students in the 2nd year of the pre-medical department of the College of Medicine. Results : Before and after the basic medical interview class and after the end of the dissection practice, words included in the concept of empathy such as ‘the other person’, ‘emotion’, ‘understanding’,‘position’, ‘situation’, and ‘thought’ appeared in common. However, these common words appeared mixed before and after the basic medical interview class, but after the end of the dissection practice, theychanged to a structure that recognizes the concept of empathy by integrating the core concepts of ‘the other’, ‘understanding’, and ‘emotion’. In particular, after the end of the dissection practice, the word‘patient’ appeared, expressing the specific object of empathy as a doctor for the first time. Conclusion : Curriculum related to medical interview within the basic medical education curriculum should be systematically developed so that students can continuously experience practical medical interviewsituations along with theoretical education.
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