Background. Gender stereotypes and prejudices can influence the perception of competence in various medical specialties. Empathy plays a crucial role in enhancing the effectiveness of the doctor-patient relationship. This study aims to investigate the connection between empathic behavioral style and awareness of gender-related differences among medical students, specifically, those differences related to gender and their progression through preclinical and clinical years. Methods. An online survey was conducted, in which both the Jefferson Scale for Empathy (JSE), which assesses empathy in the context of health education and patient care, and the Nijmegen Gender Awareness in Medicine Scale (N-GAMS), which evaluates genderrelated attitudes and assumptions, were administered. A total of 234 students (52.1% males; mean age: 22.68±2.48) from Medicine and Surgery courses at the University of Salerno (Italy) participated. Among them, 175 were in their third year (pre-clinical) and 59 were in their fifth year (clinical). Results. Analysis of the JSE scores revealed that male students scored higher (77.29±12.38) compared to female students (75.91±10.39). However, female students exhibited higher levels of perspective-taking (JSE factor 1: men = 51.26±11.84; women = 52.72±11.88). Additionally, third-year students demonstrated greater empathy compared to their fifth-year counterparts (JSE score: 3rd year = 77.35±11.46; 5th year = 74.49±11.33). Regarding gender sensitivity (GS), male students displayed higher sensitivity than female students (males = 2.67±0.68; females = 2.37±0.48). However, male students also demonstrated higher scores for gender stereotypes towards patients (GRIP: males = 2±0.88; females = 1.59±0.61) and doctors (GRID: males = 1.88±0.89; females = 1.64±0.63). Moreover, third-year students exhibited higher gender sensitivity (GS: 3rd year = 2.57±0.62; 5th year = 2.42±0.57), less bias towards patients (GRIP: 3rd year = 1.77±0.79; 5th year = 1.90±0.78), but more stereotypes and prejudices towards doctors (GRID: 3rd year = 1.77±0.81; 5th year = 1.75±0.74). Conclusions. It is crucial to prioritize and assess humanistic attitudes, including empathy, among medical trainees as an integral aspect of their ongoing education. This will help address gender awareness and challenge gender stereotypes, ultimately improving the doctorpatient relationship.

Background. Gender stereotypes and prejudices can influence the perception of competence in various medical specialties. Empathy plays a crucial role in enhancing the effectiveness of the doctor-patient relationship. This study aims to investigate the connection between empathic behavioral style and awareness of gender-related differences among medical students, specifically, those differences related to gender and their progression through preclinical and clinical years. Methods. An online survey was conducted, in which both the Jefferson Scale for Empathy (JSE), which assesses empathy in the context of health education and patient care, and the Nijmegen Gender Awareness in Medicine Scale (N-GAMS), which evaluates genderrelated attitudes and assumptions, were administered. A total of 234 students (52.1% males; mean age: 22.68±2.48) from Medicine and Surgery courses at the University of Salerno (Italy) participated. Among them, 175 were in their third year (pre-clinical) and 59 were in their fifth year (clinical). Results. Analysis of the JSE scores revealed that male students scored higher (77.29±12.38) compared to female students (75.91±10.39). However, female students exhibited higher levels of perspective-taking (JSE factor 1: men = 51.26±11.84; women = 52.72±11.88). Additionally, third-year students demonstrated greater empathy compared to their fifth-year counterparts (JSE score: 3rd year = 77.35±11.46; 5th year = 74.49±11.33). Regarding gender sensitivity (GS), male students displayed higher sensitivity than female students (males = 2.67±0.68; females = 2.37±0.48). However, male students also demonstrated higher scores for gender stereotypes towards patients (GRIP: males = 2±0.88; females = 1.59±0.61) and doctors (GRID: males = 1.88±0.89; females = 1.64±0.63). Moreover, third-year students exhibited higher gender sensitivity (GS: 3rd year = 2.57±0.62; 5th year = 2.42±0.57), less bias towards patients (GRIP: 3rd year = 1.77±0.79; 5th year = 1.90±0.78), but more stereotypes and prejudices towards doctors (GRID: 3rd year = 1.77±0.81; 5th year = 1.75±0.74). Conclusions. It is crucial to prioritize and assess humanistic attitudes, including empathy, among medical trainees as an integral aspect of their ongoing education. This will help address gender awareness and challenge gender stereotypes, ultimately improving the doctorpatient relationship.