의과대학생들의 공감능력에 따른 잠재집단 유형과 학습소진, 삶의 질, 자존감과의 관계 = The relationship between latent group types according to empathy of medical students and their academic burnout, quality of life and self-esteem

다국어 초록 (Multilingual Abstract)

Objectives The purpose of this study is to identify what types of potential groups exist according to the empathy of medical students and to explore the differences between psychological factors such as academic burnout, quality of life, and self-esteem by group and the variables that affect empathy.
Methods To achieve the purpose of the study, quantitative data on empathy, academic burnout, quality of life, and self-esteem were collected from 2nd year students of pre-medical students in area C. For the analysis, basic statistical analyses such as model-based latent group analysis, analysis of variance, T-test, and regression analysis were used.
Results As a result of the study, there were 4 latent groups of students according to empathy and statistically significant differences were confirmed in psychological factors according to empathy. Also, a significant difference was found in psychological factors between the group with high empathy and the group with low empathy. It was confirmed that various psychological factors were influencing the empathy of children.
Conclusions Therefore, when planning empathy education for medical students in the future, it is necessary to check the level of empathy of each student and to accurately identify the psychological factors related to this.
Also, if customized teaching is made based on this, the effect of empathy education can be further improved.

국문 초록 (Abstract)

목적 본 연구의 목적은 의과대학생들의 공감능력에 따라 어떤 형태의 잠재집단이 존재하는지 확인하고, 집단별 학업소진, 삶의 질, 자존감과 같은 심리적 요인간 차이와 공감에 영향을 미치는 변인들을 탐색하는 것이다.
방법 이를 위하여 C지역 의과대학생 의예과 2학년을 대상으로 공감, 학업소진, 삶의 질, 자존감에 대한 양적 데이터를 수집하였으며, 모형기반 잠재집단분석과 분산분석, T검정, 상관분석, 회귀분석 등의 통계분석을 하였다.
결과 연구결과, 공감능력에 따른 학생들의 잠재집단은 4개로 구성되었으며, 공감능력에 따라 심리요인들에 통계적으로 유의미한차이를 확인하였다. 또한 공감능력이 높은 집단과 낮은 집단 간에도 심리적 요인에 있어 유의미한 차이가 발견되었으며, 공감능력에영향을 미치는 요인으로는 자존감, 사회적 영역에서의 삶의 질, 학업소진의 학업효능감이 나타나 학생들의 공감능력에 다양한 심리적 요인이 영향을 주고 있음을 확인하였다.
결론 학생들의 공감교육을 설계할 때 공감능력 정도를 확인하고 이와 관련된 심리적 요인들을 파악하는 것이 선행되어야하며, 이를근거로 맞춤형 교수처치가 시행될 때 공감교육의 효과를 향상시킬 수 있을 것이다.

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