Relationship between Empathy, Academic Performance and Self-esteem of Undergraduate Medical Students

Abstract

This study explored the relationship between empathy, self-esteem, and academic performance among undergraduate medical students in Pakistan. A total of 339 students from two accredited medical colleges in Rawalpindi and Lahore participated in this quantitative correlational research. Data were collected using the Jefferson Scale of Physician Empathy – Student Version and the Rosenberg Self-Esteem Scale. Academic performance was self-reported based on the most recent professional or pre-admission examination results. Students were categorized into high and low academic performers. Non-parametric statistical analyses revealed a statistically significant positive correlation between empathy and self-esteem (p < .05), indicating that students with higher self-esteem were more likely to exhibit stronger empathic attitudes. However, no significant correlation was found between empathy and academic performance. Self-esteem was found to have a weak but significant positive association with academic performance (p < .05). Comparisons across academic years showed fluctuations in both empathy and self-esteem levels, with the lowest scores reported in the second year, suggesting increased psychological stress during this period. These findings highlight the importance of promoting self-esteem as a pathway to sustain empathy throughout medical training. Integrating emotional development alongside cognitive learning may support the cultivation of more compassionate and effective physicians.