Özet:

Objective: In this study, it was aimed to investigate the effect of simulated patient and education on the empathy levels of third-year students in medical school. Method: The study was carried out with 269 volunteer students. As a data collection tool, a short information form and the Jefferson Empathy Scale-Student Form were used. The scale was applied twice before and after the interview. Independent samples T test and Man Whitney U test were used for comparisons between the two groups. Results: The average age of the students was 21±2.04 and 54.6% (n=147) were female. Total empathy scores of the students was found as 116.63±17.86 before the interview, and 117.35±18.48 after the interview, but this increase was not statistically significant (p>0.05). After the interview, a significant increase in the total empathy scores of female students (p<0.05) was detected. Women's total empathy scores before and after the interviews were significantly higher than male students (p<0.05). The total scores of the students who prefered the medical school due to their ideal/willingness to help people before (117,92±17,15) and after (119,10±17,68) the interview was significantly higher than the students who prefered the medical school due to other reasons (p=0.01). No significant difference was found between the empathy scores of students with and without doctors in their family (p>0.05). Ninety-four percent of the students emphasized that empathy was what they realized as the most important thing in this interview. Conclusion: Education with the simulated patient affects empathy attitudes. After the experience of giving bad news with the simulated patient, nearly all of the students understood the importance of empathy in patient-physician communication.

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