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Abstract Background Empathy is essential to patient-centered care, yet erosion of empathy has been reported during medical training. Although educational interventions may support empathy development, longitudinal evidence on whether these changes persist remains limited, particularly in non-Western settings. Objective This study examined changes in overall, emotional, and cognitive self-reported empathy scores and confidence in applying empathy at baseline, immediately after, and 6 months after a basic medical communication course among Korean premedical students. It also explored whether trajectories in self-reported empathy scores differed by gender. Methods In this single-group longitudinal study, 82.1% (119/145) of second-year premedical students completed surveys at all 3 time points. The required 15-week course included 12 instructional hours on medical communication theory, nonviolent communication, and peer clinical interview role-play. No formal communication- or empathy-focused instruction was provided during follow-up. Self-reported empathy scores were measured using the Korean student version of the Jefferson Scale of Empathy, and 2 additional items assessed confidence in applying empathy in daily life and in physician-patient relationships. Repeated-measures and mixed-design repeated-measures ANOVAs were used. Results Overall self-reported empathy scores changed significantly over time ( F 2,236 =13.41; P .99). Conclusions Participation in a basic medical communication course was associated with higher self-reported empathy scores and greater confidence in applying empathy in daily life, with gains maintained at 6 months; empathy trajectories did not differ significantly by gender. Controlled studies are needed to determine the independent and sustained effects of the course.
Jeon et al. (Sun,) studied this question.