Are Problem Based Scenarios Supporting the Positive Affect and Empathy of Medical Students?

被引：1

作者：

Karaoglu, Nazan ^{[1
]}

Pekcan, Sevgi ^{[2
]}

Yilmaz, Savas ^{[3
]}

机构：

[1] Necmettin Erbakan Univ, Med Educ & Informat Dept, Meram Fac Med, TR-42080 Konya, Turkey

[2] Necmettin Erbakan Univ, Meram Fac Med, Dept Pediat, Konya 42080, Turkey

[3] Necmettin Erbakan Univ, Meram Fac Med, Dept Child & Adolescent Psychiat, TR-42080 Konya, Turkey

来源：

WORLD CONFERENCE ON PSYCHOLOGY AND SOCIOLOGY 2012 | 2013年 / 82卷

关键词：

PANAS; Empathy; Education; Medical; Preclinical; Problem Based Learning; NEGATIVE AFFECT; BUILD THEORY; EXPECTATIONS; PROFESSIONALISM; COMMUNICATION; KNOWLEDGE; EMOTIONS; SCHOOL; DESIRE; HEART;

D O I：

10.1016/j.sbspro.2013.06.231

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This cross-sectional study aims to determine the effect of a Problem Based Learning (PBL) scenario on positive-negative affects and empathic tendency of first year medical students. The Positive and Negative Affect Schedule (PANAS), Empathic Tendency Scale (ETS) was applied before and after the PBL sessions. The PA, NA and ETS Scale scores in pre and post tests were 30.29 +/- 7.50 and 32.04 +/- 6.50 (p=0.02); 18.03 +/- 5.94 and 17.31 +/- 6.36 (p=0.38), and 69.06 +/- 9.28 and 69.21 +/- 9.04 (p=0.81), respectively. This scenario significantly increased positive affect of medical students. There was also an increase in empathic tendency and a decrease in negative affect of males. (C) 2013 The Authors. Published by Elsevier Ltd.

引用

页码：101 / 107

页数：7

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