Date of Completion

2024

Document Type

Community Medicine

Degree Name

Doctor of Medicine

Keywords

Fatigue, empathy, medical students, cross-sectional study, De La Salle Medical and Health Sciences Institute, DLSMHSI, academic years, correlation analysis

Abstract

This study investigated the correlation between fatigue and empathy among medical students at De La Salle Medical and Health Sciences Institute (DLSMHSI) across different academic years, and employed an analytical cross-sectional design. The research aimed to address gaps in understanding the dynamics of fatigue and empathy within medical education.  The study population comprised of students from first year to clerkship, stratified into distinct academic years. Data collection involved administered standardized questionnaires: the Fatigue Severity Scale (FSS) and the Student version of Jefferson Physician Empathy Scale (S-JPES). Statistical analysis included descriptive statistics and correlation analysis (Pearson correlation) to assess the relationship between fatigue and empathy levels.  The findings revealed consistently high levels of fatigue across all academic years, exceeding baseline values, with no significant differences between years. Empathy levels also demonstrated consistency across academic years, albeit with slight variations. While third-year students exhibited the highest empathy levels, first-year students show the lowest. Notably, a negative correlation between fatigue and empathy is observed, particularly among fourth-year students. This suggested that as fatigue increases, empathy levels tend to decrease, highlighting the need for interventions to mitigate fatigue's impact on empathy, especially in advanced years of medical education. The study underscored the importance of addressing both fatigue and empathy in medical education. Recommendations include conducting meta-analyses, employing mixed-method approaches, expanding sample size, and refining research methodologies to deepen understanding and inform interventions aimed at optimizing student well-being and patient care quality

First Advisor

Dr. Alex P. Bello

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