Crosson Jesse C, Deng Weiling, Brazeau Chantal, Boyd Linda, Soto-Greene Maria
Department of Family Medicine, UMDNJ-New Jersey Medical School, Newark, 07107, USA.
Fam Med. 2004 Mar;36(3):199-203.
Developing skills for taking care of patients from a wide variety of backgrounds is a growing area of importance in medical education. Incorporating cultural competency training into undergraduate medical education is an accreditation requirement. Although there are an increasing number of such curricula reported in the literature, there has been little evaluation of their effectiveness. We describe a new undergraduate cultural competency curriculum, the reliability of an instrument for assessing student attitudes in this area, and the effects of our curriculum on student attitudes.
Two introductory clinical medicine courses focused on the importance of providing culturally competent care to all patients. The courses used problem-based learning and a history-taking mnemonic to teach students to assess patients' perspectives. The authors verified the reliability of the Health Beliefs Attitudes Survey (HBAS) and used it to determine changes in students' attitudes on issues relating to cultural competency.
The HBAS reliably measured four cultural competency concepts. Student attitudes regarding the importance of assessing patient opinions and determining health beliefs improved significantly following the courses.
The method used here to teach students cultural competency skills early in medical school positively affects student attitudes on cultural competency issues.
培养照顾来自各种背景患者的技能在医学教育中日益重要。将文化能力培训纳入本科医学教育是一项认证要求。尽管文献中报道的此类课程越来越多，但对其有效性的评估却很少。我们描述了一种新的本科文化能力课程、评估该领域学生态度的工具的可靠性以及我们的课程对学生态度的影响。
两门临床医学入门课程着重强调了为所有患者提供具有文化能力的护理的重要性。这些课程采用基于问题的学习方法和问诊记忆法来教导学生评估患者的观点。作者验证了健康信念态度调查（HBAS）的可靠性，并使用它来确定学生在与文化能力相关问题上态度的变化。
HBAS可靠地测量了四个文化能力概念。课程结束后，学生对于评估患者意见和确定健康信念的重要性的态度有了显著改善。
此处用于在医学院早期教授学生文化能力技能的方法对学生在文化能力问题上的态度产生了积极影响。
