Premise contextuale ale formării profesionale inițiale a empatiei medicale la studenții mediciniști

Abstract

The content of the article provides a detailed analysis of the contextual premises that underlie the formation of medical empathy. These premises include the regulatory documents in the medical field, educational curriculum, and the actual level of empathy exhibited in medical practice. They serve as the foundation for understanding the necessity and significance of medical empathy in the doctor-patient relationship and for cultivating empathic skills among future healthcare professionals. The QMEE (Questionnaire Measure of Emotional Empathy) serves as a valid and efficient tool for assessing the level of empathy in medical students. By utilizing the QMEE questionnaire in alignment with the aforementioned contextual premises, it becomes possible to evaluate not only the level of empathy but also how these premises influence and shape the development of empathic abilities, identifying areas in need of improvement. Furthermore, this connection offers a comprehensive approach to comprehend the process of developing medical empathy in students. The two elements, contextual premises and the QMEE questionnaire, collaborate to provide a detailed perspective on the level of empathy among students and to pinpoint specific areas requiring interventions and enhancements, thereby supporting the development of empathic skills. This integrative approach between contextual premises and the QMEE questionnaire represents a pivotal instrument in evaluating and enhancing the process of cultivating medical empathy among future healthcare professionals.