Tervalon M, Murray-García J
J Health Care Poor Underserved. 1998 May;9(2):117-25. doi: 10.1353/hpu.2010.0233.
Researchers and program developers in medical education presently face the challenge of implementing and evaluating curricula that teach medical students and house staff how to effectively and respectfully deliver health care to the increasingly diverse populations of the United States. Inherent in this challenge is clearly defining educational and training outcomes consistent with this imperative. The traditional notion of competence in clinical training as a detached mastery of a theoretically finite body of knowledge may not be appropriate for this area of physician education. Cultural humility is proposed as a more suitable goal in multicultural medical education. Cultural humility incorporates a lifelong commitment to self-evaluation and self-critique, to redressing the power imbalances in the patient-physician dynamic, and to developing mutually beneficial and nonpaternalistic clinical and advocacy partnerships with communities on behalf of individuals and defined populations.
医学教育领域的研究人员和项目开发者目前面临着实施和评估课程的挑战，这些课程旨在教导医学生和住院医生如何在美国日益多样化的人群中有效地、尊重地提供医疗服务。这一挑战的内在要求是明确界定与这一要务相一致的教育和培训成果。临床培训中传统的能力观念，即对理论上有限的知识体系进行超脱式掌握，可能不适用于这一医生教育领域。文化谦逊被提议作为多元文化医学教育中更合适的目标。文化谦逊包含终身致力于自我评估和自我批评，纠正医患关系中的权力失衡，以及代表个人和特定人群与社区建立互利且非家长式的临床和倡导伙伴关系。
