ArticleBMC medical education2025
Unveiling empathy determinants across borders: a comparative analysis of medical students from two geo-sociocultural backgrounds.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundEmpathy plays a pivotal role in healthcare professions, influencing patient satisfaction and treatment outcomes. Understanding the determinants of empathy in medical students is essential. However, findings from previous studies have been inconsistent. We hypothesized that part of this variability may be attributed to the influence of the geo-sociocultural context. In this study, we aimed to compare the longitudinal determinants of empathy in four cohorts of medical students from two distinct geo-sociocultural backgrounds.
methodsThis study included 199 medical students from Porto Alegre, Brazil and Geneva, Switzerland who were in their 1 st and 4 th years of training and agreed to participate on both occasions. The outcome variable was empathy scores (total and subdimensions) assessed through the Jefferson Scale of Empathy for Medical Students (JSE-S). Independent variables included gender, personality, motives for studying medicine, specialty preferences, and the level of motivation for medical studies. Multivariate regression analyses were conducted to investigate the associations between independent variables and empathy at each site in years 1 and 4.
resultsIn year 1, the personality trait openness to experience was associated with higher empathy (total score) in both Porto Alegre (b = 0.503, p ≤ 0.01) and Geneva (b = 0.592, p ≤ 0.001), with this association persisting over time. However, the relationships between empathy and the other independent variables varied significantly depending on the site.
conclusionsThe determinants of empathy were significantly modulated by the geo-sociocultural context. The personality trait openness to experience was the only consistent determinant of empathy across both sites over time. Associations between empathy and gender, motives for studying medicine, and specialty preferences were site specific. Our findings underscore the importance of considering students' backgrounds when assessing empathy teaching and learning.
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