<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572016000400253</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2016.04.007</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Measuring empathy in medical students, gender differences and level of medical education: An identification of a taxonomy of students]]></article-title>
<article-title xml:lang="es"><![CDATA[Medir la empatía en estudiantes de medicina, las diferencias por género y nivel de educación médica: identificación de una taxonomía de los estudiantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira Duarte]]></surname>
<given-names><![CDATA[Marta Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barata Raposo]]></surname>
<given-names><![CDATA[Mário Lino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Paulo Joaquim Fonseca da Silva Farinha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castelo Branco]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Beira Interior (UBI)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>5</volume>
<numero>20</numero>
<fpage>253</fpage>
<lpage>260</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572016000400253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572016000400253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572016000400253&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: Empathy is the mediating role of the physician-patient relationship. Through this process the practitioner seeks to understand the patient's frame of reference and also to establish a relationship of openness, mutual respect, trust and deep understanding.  Objective: This study aims to analyze the perceptions of medical students on the importance of empathy in the doctor-patient relationship, and to analyze the gender differences and in the different years of the course. It is also intended to identify a taxonomy of students based on their perceptions of empathy.  Methods: This cross-sectional study was conducted on undergraduate medical students. A total of 208 medical students responded to the Jefferson Scale of Physician Empathy-Student Portuguese Version (JSPE-spv). Principal Components Analysis with varimax rotation was used to identify the number and compositions of emerged factors. The scores of the retained factors were submitted to a cluster analysis to identify different groups of students, based on the dimension of empathy. A One-way Anova analysis and post-hoc tests of Tukey supported the identified cluster.  Results: This study shows statistically significant differences between genders, i.e., female individuals show higher scores than male individuals. Empathy increases over the course, but with no statistically significant differences. Six factors emerged from factor analysis, and three of them are empathy dimensions found in other studies: &#8220;adoption of perspectives&#8221;, &#8220;compassionate care&#8221;, and &#8220;standing in the patients shoes&#8221;. Cluster analysis divided the students into five groups according to the dimensions of empathy identified.  Conclusions: In this medical school in Portugal, it may be concluded that women are more empathetic than men, and empathy grows throughout the course. It is recommended to carry out a longitudinal study, in order to follow the evolution of these students, as well as to analyze factors that contribute to the increase in empathy characteristics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. La empatía es el papel mediador de la relación médico-paciente. A través de este proceso el profesional busca entender el marco de referencia del paciente y también para establecer una relación de transparencia, el respeto mutuo, la confianza y la comprensión profunda.  Objetivo. Este estudio tiene como objetivo analizar las percepciones de los estudiantes de medicina acerca de la importancia de la empatía en la relación médico-paciente y analizar la existencia de diferencias de género y en los diferentes años de la carrera. También se pretende identificar una taxonomía de los estudiantes basada en sus percepciones de la empatía.  Método. Este estudio transversal se llevó a cabo entre los estudiantes de pregrado de medicina. Un total de 208 estudiantes de medicina respondió a la Escala Jefferson de empatía médica del estudiante versión en portugués. Se utilizó análisis de componentes principales con rotación varimax para identificar el número y composición de factores surgido. Las puntuaciones de los factores retenidos fueron sometidos a un análisis de clusters para identificar diferentes grupos de estudiantes basados en la dimensión de la empatía. Un análisis Oneway-ANOVA y los test post-hoc de Tukey han soportado la agrupación identificada.  Resultados. Este estudio presenta diferencias estadísticamente significativas entre los géneros, es decir, los individuos femeninos revelan puntuaciones más altas que los individuos de sexo masculino, la empatía aumenta durante el curso, pero sin diferencias estadísticamente significativas. Seis factores emergieron del análisis factorial y tres de ellos son dimensiones de empatía que se encuentran en otros estudios: «la adopción de perspectivas», «atención humanitaria» y «colocarse en lugar de los otros». El análisis de clusters divide a los alumnos en cinco grupos, de acuerdo con las dimensiones de la empatía identificadas.  Conclusiones. Es posible concluir que, en esta escuela de medicina en Portugal, las mujeres son más empáticas que los hombres, y, a medida que atraviesan los diferentes años en el curso en general, la empatía crece. Se recomienda llevar a cabo un estudio longitudinal, con el fin de seguir la evolución de estos estudiantes y analizar los factores que contribuyen para el aumento de las características de empatía.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Empathy]]></kwd>
<kwd lng="en"><![CDATA[Medical students]]></kwd>
<kwd lng="en"><![CDATA[JSPE-spv]]></kwd>
<kwd lng="es"><![CDATA[Empatía]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de medicina]]></kwd>
<kwd lng="es"><![CDATA[JSPE-spv]]></kwd>
</kwd-group>
</article-meta>
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