<?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>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712024000400207</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v48.4-2022-0304</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Elaboração e validação da Escala Brasileira de Empatia Clínica (EBEC): teste-piloto]]></article-title>
<article-title xml:lang="en"><![CDATA[Preparation and validation of a Brazilian Clinical Empathy Scale (EBEC): pilot test]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Generoso]]></surname>
<given-names><![CDATA[Alexandre Tadeu Azevedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cordeiro]]></surname>
<given-names><![CDATA[Júlia Coutinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[José Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Eliane Perlatto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Professor Edson Antônio Velano  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>48</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712024000400207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712024000400207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712024000400207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução:  A empatia, um elemento primordial do humanismo, tem sido alvo de crescente interesse no ensino médico. No contexto das profissões de saúde, a empatia no atendimento ao paciente é um atributo que envolve a compreensão das experiências, da dor, do sofrimento e das preocupações do paciente combinados com a capacidade de comunicar esse entendimento e uma intenção de ajudar. Apesar do desenvolvimento de práticas que estimulam a empatia nos estudantes de Medicina, um desafio presente na vida acadêmica é mensurar essa habilidade.  Objetivo:  Este estudo teve como objetivos elaborar e validar uma escala brasileira de empatia no contexto do atendimento clínico.  Método: Trata-se de estudo-piloto de construção e validação de uma escala psicométrica, realizado em cinco etapas: 1. definição das dimensões do construto baseada em revisão da literatura; 2. itens submetidos à análise teórica com juízes especializados no tema, objetivando identificar a pertinência do item dentro do construto; 3. realização de um pré-teste com a população-alvo visando avaliar o entendimento dos itens; 4. validação da escala com aplicação a 207 estudantes de Medicina brasileiros; 5. aplicação de testes estatísticos que auxiliam na validação da escala.  Resultado:  Ao final do estudo, a escala de empatia elaborada continha 21 itens, com respostas em escala de Likert, distribuídos em dois fatores: compreensão empática e ação empática, que apresentaram boa confiabilidade proposta (&gt; 0,842) e boa consistência interna (H-latente &gt; 0,879 e H-observado &gt; 0,864) com total de variância explicada de 44,95%.  Conclusão:  A aplicação da escala de empatia clínica em estudantes de Medicina resultou em um instrumento que atendeu aos critérios de adequação semântica e cultural, e revelou evidências preliminares de validade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Empathy, which is a crucial element of humanism, has been the subject of increasing interest in medical education. In the context of the healthcare professions, empathy in patient care is an attribute that involves understanding the patient&#8217;s experiences, pain, suffering, and concerns combined with the ability to communicate that understanding and an intention to help. Despite the development of practices that encourage empathy in medical students, a challenge in academic life is measuring this ability.  Objective:  To develop and validate a Brazilian scale of empathy in the context of clinical care.  Method: Pilot study of construction and validation of a psychometric scale, carried out in five stages: (1) Definition of the dimensions of the construct based on a literature review; (2) Items submitted to theoretical analysis with judges specialized in the subject, aiming to identify the pertinence of the item within the construct; (3) carrying out a pre-test with the target population to assess the understanding of the items (4) validation of the scale with application to 207 Brazilian medical students (5) application of statistical tests that help in the validation of the scale.  Result:  At the end of the study, the created Empathy Scale contained 21 items, with Likert scale responses, distributed in two factors: empathic understanding and empathic action, which presented good proposed reliability (&gt;0.842) and good internal consistency (latent H &gt;0.879 and observed H &gt;0.864) with a total explained variance of 44.95%.  Conclusion: The application of the clinical empathy scale, in medical students, resulted in an instrument that met the criteria of semantic and cultural adequacy and revealed preliminary evidence of validity.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino em Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Empatia]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="en"><![CDATA[Health education]]></kwd>
<kwd lng="en"><![CDATA[Empathy]]></kwd>
<kwd lng="en"><![CDATA[Medical students]]></kwd>
</kwd-group>
</article-meta>
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