Eunice Magalhães

A latent growth model suggests that empathy of medical students does not decline over time.

Empathy is a relevant attribute in the context of patient care. However, a decline in empathy throughout medical education has been reported in North-American medical schools, particularly, in the transition to clinical training. The present study aims to longitudinally model empathy during medical school at three time points: at the entrance, final of pre-clinical phase and at the beginning of clinical training. Data collected with the adaptation to Portuguese of the Jefferson Scale of Physician Empathy (student version) were analysed with latent growth modelling, conditioned by gender, openness and agreeableness. Empathy scores at all times were higher for females than for males, but only significantly at the end of the preclinical phase. The model showed a satisfactory fit level and the primary finding was that undergraduate medical student’s empathy did not decline over time. Empathy scores were significantly and positively related with Openness to Experience and Agreeableness at admission, but the empathy rate of change across time was not significant. The stability of empathy revealed by a longitudinal methodology applied for the first time to empathy studying, contradicts previous results of decline and contributes to the understanding of the empathy development of medical students.

Empathy of medical students and personality: Evidence from the Five-Factor Model

The main aim of this study was to test hypothetical associations between personality dimensions and empathy scores in medical students. The Portuguese version of NEO-FFI was administered in order to characterize participants in terms of five personality traits: Neuroticism, Extraversion, Agreeableness, Openness to Experience, and Conscientiousness. Self-reported empathy measures were obtained with the Portuguese version of the Jefferson Scale of Physician Empathy (JSPE-spv), a Likert-type questionnaire specifically developed for administration in health sciences settings that measures domains, such as compassionate care and perspective taking. Correlation analysis, multivariate analysis of covariance, and logistic regression analysis were conducted. The results confirmed positive associations between agreeableness, openness to experience and empathy, and did not support our hypothesis of negative associations between neuroticism and empathy. It is suggested that that the personality of students should be taken into account in programs to enhance empathy in undergraduate medical education.

Individual characteristics and student’s engagement in scientific research: a cross-sectional study

BackgroundIn light of the increasing recognition of the importance of physician scientists, and given the association between undergraduate research experiences with future scientific activity, it is important to identify and understand variables related to undergraduate students’ decision to engage in scientific research activities. The present study assessed the influence of individual characteristics, including personality traits and socio-demographic characteristics, on voluntary engagement in scientific research of undergraduate medical students.MethodsFor this study, all undergraduate students and alumni of the School of Health Sciences in Minho, Portugal were invited to participate in a survey about voluntary engagement in scientific research activities. Data were available on socio-demographic, personality and university admission variables, as part of an ongoing longitudinal study. A regression model was used to compare (1) engaged with (2) not engaged students. A classification and regression tree model was used to compare students engaged in (3) elective curricular research (4) and extra-curricular research.ResultsA total of 466 students (88%) answered the survey. A complete set of data was available for 435 students (83%).Higher scores in admission grade point average and the personality dimensions of “openness to experience” and “conscientiousness” increased chances of engagement. Higher “extraversion” scores had the opposite effect. Male undergraduate students were two times more likely than females to engage in curricular elective scientific research and were also more likely to engage in extra-curricular research activities.ConclusionsThis study demonstrated that student’ grade point average and individual characteristics, like gender, openness and consciousness have a unique and statistically significant contribution to students’ involvement in undergraduate scientific research activities.

NEO-FFI: Psychometric properties of a short personality inventory in Portuguese context

The aim of this study was to assess the psychometric properties (validity and reliability) of the Portuguese adaptation of the NEO Five-Factor Inventory (NEO-FFI) and to compare the obtained structure to the original North American version. The methods of analysis used for cross-validation of the factorial structure were the Principal Axis Factoring (PAF) and the Confirmatory Factor Analysis (CFA). PAF reproduced the original structure of NEO-FFI and CFA revealed a satisfactory fit of single-factor models for the five dimensions. The reliability analysis showed high values of internal consistency which are congruent with previous international adaptations of the NEO-FFI. Multidimensional analysis showed significant main effects of gender and academic qualifications on personality using age as covariant. The findings suggest that the Portuguese version of the NEO-FFI is a reliable instrument to measure the five dimensions of personality.

What should the student‐centered teacher of biochemistry and molecular biology be aware of?

In BAMBED’s 2008 closing issue, Harold White highlights the importance of putting ‘‘ourselves in the students’ place’’ [1]. In fact, the importance of centering university-level teaching around students is the theme of entire books [2, 3], guidelines, and recommendations from scientific societies [4]. As teaching becomes more ‘‘student-centered’’—i.e. considers the learning needs and interests of students—it is likely that students will be more committed and, thus, better able to process the materials and, ultimately, learn more Biochemistry and Molecular Biology (BMB) [5–7]. Unfortunately, BMB teaching proceeds largely unaware—or in disregard—of pleas to pursue in that direction. A recent report on the state of BMB education in liberal arts colleges in USA concludes that introductory, intermediate, and advanced courses, all are by and large content-driven and lecturedelivered [8]. Essentially, the report reveals the little concern teachers have for how and for what students learn in BMB. Students can learn substantially from one another when assigned more active roles in the learning process. Fresh evidence presented in two recent articles in Science contributes to this idea. In an enticing narrative, Eric Mazur (a Harvard Physics professor top rated by students) portrays the benefits of moving from delivering brilliant lectures to igniting student discussions in class by ‘‘peer instruction’’—a method in which students discuss and get instant feed-back on ideas, answers to conceptual questions in the classroom [9]. Of great interest is the research article by Smith and co-authors on how ‘‘peer-to-peer’’ discussion within the same method helps students learn conceptual issues with no contribution of the teacher [10]. BMB faculty must decide to leave the lectern. When the power balance in class is shaken the odds that our students will learn BMB will increase [11]. In this article, we present an individual account that illustrates how unexpected outcomes can come out of listening to students in class. Furthermore, drawing both on personal experience and on the existing literature, we contextualize the importance of listening to students in BMB courses and list student-related factors that impact learning across subject areas.

Psychometric properties of the Portuguese version of place attachment scale for youth in residential care

BACKGROUND Although the significant scientific advances on place attachment literature, no instruments exist specifically developed or adapted to residential care. METHOD 410 adolescents (11 - 18 years old) participated in this study. The place attachment scale evaluates five dimensions: Place identity, Place dependence, Institutional bonding, Caregivers bonding and Friend bonding. Data analysis included descriptive statistics, content validity, construct validity (Confirmatory Factor Analysis), concurrent validity with correlations with satisfaction with life and with institution, and reliability evidences. The relationship with individual characteristics and placement length was also verified. RESULTS Content validity analysis revealed that more than half of the panellists perceive all the items as relevant to assess the construct in residential care. The structure with five dimensions revealed good fit statistics and concurrent validity evidences were found, with significant correlations with satisfaction with life and with the institution. Acceptable values of internal consistence and specific gender differences were found. CONCLUSIONS The preliminary psychometric properties of this scale suggest it potential to be used with youth in care.

Youths in Residential Care Perceptions about their Group: Psychometric Properties of a Measurement Tool.

This study aims to present the development of a scale focused on youths perceptions about their group in residential care and to offer evidences of validity and reliability. This work is part of a national study involving 59 institutions and 360 adolescents (55% males) from 11 to 18 years old (M = 14.72; SD = 1.81). Evidences of validity were tested, as well as the reliability data and the relationship between group perceptions, individual characteristics and placement length. A structure with three components was found explaining 62% of variance: Deviant behavior, Positive Attributes and Oppositional Behavior. The CFA revealed good values of fit: CFI = .95, GFI = .90 and RMSEA = .050. Furthermore, a positive and significant correlation was found between positive attributes and life satisfaction (p < .001), and negative ones with deviant behavior (p < .01) and oppositional behavior (p < .01). Finally, a positive and significant correlation was found between Deviant behavior and youths age (p < .05), and significant gender differences were found in this dimension (i.e., p < .001; d = .38, 95% CI [-9.97, 2.94]; males reported higher scores than females). No significant correlations were found regarding the length of placement. These results suggest that this tool reveals satisfactory psychometric properties to be used in further studies with youth in residential care.

Capacidade Discriminante do Inventário de Potencial de Abuso na Infância: Dados numa Amostra de Progenitores Portugueses

This study aims to test discriminant ability of the Child Abuse Potential Inventory (CAP) in a sample of 641 Portuguese parents. Thirty-seven percent of the sample is composed by abusive parents reported to the Comissions for the Protection of Children and Young People and evaluated by an assessment questionnaire of maltreatment, neglect and sexual abuse. Abusive parents showed significantly higher scores on the Abuse Scale and in all of its dimensions. Considering the discriminant analysis, the Abuse Scale correctly classified 79.9% of the cases and the function of sub dimensions correctly classified 83.3% of the cases. These results reveal the capacity of CAP in identifying cases of potential child abuse in the Portuguese context.

Capacidade discriminante do inventário de potencial de abuso na infância: dados numa amostra de progenitores portugueses = Discriminant ability of the child abuse potential inventory: data from a sample of portuguese parents

This study aims to test discriminant ability of the Child Abuse Potential Inventory (CAP) in a sample of 641 Portuguese parents. Thirty-seven percent of the sample is composed by abusive parents reported to the Comissions for the Protection of Children and Young People and evaluated by an assessment questionnaire of maltreatment, neglect and sexual abuse. Abusive parents showed significantly higher scores on the Abuse Scale and in all of its dimensions. Considering the discriminant analysis, the Abuse Scale correctly classified 79.9% of the cases and the function of sub dimensions correctly classified 83.3% of the cases. These results reveal the capacity of CAP in identifying cases of potential child abuse in the Portuguese context.

Response to “are personality traits really weak/moderate predictors of empathy?”

We read with great interest the article by Magalhães et al. (2012) in a recent issue of Medical Teacher that assessed empathy in medical students with the Jefferson Scale of Physician Empathy and found that personality traits are weak or moderate predictors of empathy. In this context, we administered the 28-item Interpersonal Reactivity Index (IRI) and the 60-item NEO Five Factor Inventory (NEO-FFI) to 65 first year medical students 2012/ 2013 academic year. The IRI comprises several statements with corresponding five-point likert scale (01⁄4 does not describe me well, 41⁄4 describes me very well) and measures four separate aspects of empathy through four subscales: perspective-taking (PT), fantasy scale, empathic concern (EC) and personal distress (PD). The NEO-FFI was designed to assess the high order personality traits of extraversion, agreeableness, conscientiousness, neuroticism and openness to experience (01⁄4 disagree, 41⁄4 agree). We have found positive significant correlations between the total score of IRI either with agreeableness (r1⁄4 0.628, p5 0.001) and openness to experience (r1⁄4 0.522, p5 0.001), it was stronger in our study. Thus, in our case, the logistic regression model using the five dimensions NEO-FFI to predict top tercile empathy revealed excellent discrimination (area under the ROC curve1⁄4 0.824, 95% CI1⁄4 0.72–0.93. Additionally, when we assessed the correlations with each IRI sub-scales and NEO-FFI, we found positive correlations between PD and neuroticism (r1⁄4 0.512, p5 0.001), EC and extraversion (r1⁄4 0.287, p1⁄4 0.021) and between PT and conscientiousness (r1⁄4 0.356, p5 0.001), contradicting the results of that study that only demonstrated associations with openness to experience and agreeableness. In summary, our study shows a higher discrimination ability of the NEO-FFI to predict top tercile of empathy. Is it possible that freshman medical students may be more similar to general population than to physicians, and so IRI can be a better option to assess empathy either in the first year of the medical course or even in the admission process to medical schools.