Purpose
Recent studies have emphasized the importance of empathy in the physician-patient relationship (PPR). The purpose of this study was to examine the association between empathy scores, as measured by the student version of the Jefferson Scale of Empathy, Korean edition (JSE-S-K), and PPR scores on the clinical performance examination (CPX).
Methods
The sample comprised 104 third-year medical students. Prior to undertaking 12 cases on the CPX, the students completed the JSE-S-K and Myers-Briggs Type Indicator. We analyzed the differences in empathy and PPR scores according to their sociodemographic characteristics and personality types and verified the link between empathy and PPR scores by stepwise multiple linear regression analysis.
Results
PPR scores were positively associated with total JSE-S-K scores (r=0.232, p<0.05) and its affective domain scores (r=0.229, p<0.05). Education program (undergraduate or graduate entry) and empathy score were the best predictors of PPR score (R²=0.153).
Conclusion
The positive association between empathy and PPR scores suggests that empathy is an important factor that influences the PPR.

Purpose
Clinical performance examination (CPX) has been used to assess clinical competence as one step of medical license examination. Initial CPX score of the fourth year medical student is important since it indicates how to prepare successfully for the final examination. This study was conducted to assess the predictors of CPX scores of the fourth year medical students who completed core clinical clerkship.
Methods
One hundred eleven fourth year medical students took a formative CPX in February. The score was compared with the scores of cognitive area and those of behavioral area which students had acquired in the past. We analyzed the correlation between the scores and determined the predictors of the fourth year CPX score.
Results
The fourth year CPX score showed stronger correlation with the scores of behavioral area than those of cognitive area. The significant predictors of fourth year CPX score included third year simple procedure exam score and third year clerkship CPX score. The risk factors for low fourth year CPX score included second year patient-physician interaction (PPI) score and third year CPX score after adjusted for age, sex, and school type. The risk factors of being selected as a low PPI score group of fourth year included low PPI scores of first, second, and third year exams.
Conclusion
Our study highlights importance of educational balance between cognitive and behavioral areas. To improve clinical competence of final year medical students, clinical interview training using standardized patient with other modules is to be enhanced and initiated early in the medical curriculum.