Objective. To assess empathy longitudinally in student pharmacists and describe how it changes during their four years of pharmacy education.Methods. The Jefferson Scale of Empathy Health Professions Student version (JSE-HPS) was completed by a cohort of student pharmacists at the beginning and end of their first year of pharmacy school (P1), then at the end of their second, third, and fourth years of pharmacy school (P2, P3, P4). Demographic data and information about students' previous pharmacy work experience and experience interacting with patients were also collected.Results. Student pharmacists' empathy scores were relatively high at the beginning of P1, comparable to scores reported for medical and other health professions students. Empathy scores declined over the first two years of the pharmacy curriculum but increased during both P3 and P4, recovering to the level observed at the beginning of P1. Factor analysis identified three factors, namely "perspective taking," "compassionate care," and "walking in a patient's shoes" that accounted for 26%, 19%, and 7% of the variance, respectively, and supported the construct validity of the JSE-HPS.Conclusion. Student pharmacists' empathy decreased during the early, primarily didactic years of the pharmacy curriculum but increased during the latter years that emphasize clinical experiences.
Keywords: assessment; empathy; pharmacy; student pharmacists.
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