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dc.contributor.authorDíaz-Narváez, Víctor Patricio
dc.contributor.authorSilva-Vetri, María Guadalupe
dc.contributor.authorStocklin, Boni
dc.contributor.authorGonzález-Díaz, Eugenia
dc.contributor.authorCalzadilla-Núñez, Aracelis
dc.contributor.authorTorres-Martínez, Pilar
dc.contributor.authorReyes-Reyes, Alejandro
dc.date.accessioned2023-02-20T16:27:29Z
dc.date.available2023-02-20T16:27:29Z
dc.date.issued2022
dc.identifier10.15446/revfacmed.v70n2.90850
dc.identifier.issn01200011
dc.identifier.urihttps://hdl.handle.net/20.500.12728/10204
dc.description.abstractIntroduction: The concept of empathy has been incorporated as one of the key elements for the achievement of the teaching-learning process goals in health science students. Objective: To estimate and compare the levels of empathy among dental students and professors in the undergraduate dental medicine program at the Universidad Central del Este (Dominican Republic). Materials and methods: Cross-sectional study. The study population (n=264) was divided into two groups: the first consisted of students in their first to fifth year of dental school (N=223; n=215), distributed in two areas (basic-preclinical and clinical courses), while the second group comprised professors working in both areas in the dental school of the university (N=53; n=49). The Jefferson Scale of Empathy (S-Version) was used. The descriptive analysis of the data included the estimation of means, standard deviations and percentages, and the reliability of the data was estimated using Cronbach's alpha. In addition, a two-way ANOVA was performed, calculating the effect size and the statistical power of the test; furthermore, when the Fisher’s exact test was significant for any factor, Tukey’s test was used to estimate differences between means. A significance level of α<0.05 and β<0.20 was established. Results: Overall empathy scores and compassionate care dimension scores among the professor group did not differ significantly from the scores obtained by the students (basic-preclinical and clinical area), but there were differences between students from both areas (p<0.05). There were no significant differences between the three subgroups in the Perspective Taking and Walking in the Patient's Shoes dimensions (p=0.428 and p=0.866). Conclusion: The levels of empathy and compassionate care dimension of professors are similar to those of students in general (regardless of the area).es_ES
dc.language.isoenes_ES
dc.publisherUniversidad Nacional de Colombiaes_ES
dc.subjectDentistryes_ES
dc.subjectEmpathy (MeSH)es_ES
dc.subjectFacultyes_ES
dc.subjectStudentses_ES
dc.titleEmpathy levels among dental students and professors from a dental school in the Dominican Republices_ES
dc.title.alternativeEmpatía en estudiantes y profesores de una escuela de odontología de República Dominicanaes_ES
dc.typeArticlees_ES


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