Shapiro Johanna, Lie Desiree, Gutierrez David, Zhuang Gabriella
Department of Family Medicine, University of California Irvine, School of Medicine, Rte 81, Bldg 200, 101 City Drive South, Orange, CA 92868, USA.
BMC Med Educ. 2006 May 26;6:31. doi: 10.1186/1472-6920-6-31.
The evidence is mixed regarding the efficacy of cultural competence curricula in developing learners' knowledge, attitudes and skills. More research is needed to better understand both the strengths and shortcomings of existing curricula from the perspective of learners in order to improve training.
We conducted three focus groups with medical students in their first year of clinical training to assess their perceptions of the cultural competence curriculum at a public university school of medicine.
Students evaluated the informal curriculum as a more important source of learning about cultural competence than the formal curriculum. In terms of bias in both self and others, the cultural competence curriculum increased awareness, but was less effective in teaching specific interventional skills. Students also noted that the cultural competence curriculum did not always sufficiently help them find a balance between group-specific knowledge and respect for individual differences. Despite some concerns as to whether political correctness characterized the cultural competence curriculum, it was also seen as a way to rehumanize the medical education experience.
Future research needs to pay attention to issues such as perceived relevance, stereotyping, and political correctness in developing cross-cultural training programs.
关于文化能力课程在培养学习者知识、态度和技能方面的效果，证据不一。需要更多研究，以便从学习者角度更好地理解现有课程的优点和缺点，从而改进培训。
我们对临床培训第一年的医学生进行了三个焦点小组访谈，以评估他们对一所公立大学医学院文化能力课程的看法。
学生们认为，与正式课程相比，非正式课程是了解文化能力更重要的学习来源。在对自身和他人的偏见方面，文化能力课程提高了认识，但在教授具体干预技能方面效果较差。学生们还指出，文化能力课程并不总是能充分帮助他们在特定群体知识和尊重个体差异之间找到平衡。尽管有人担心文化能力课程是否具有政治正确性，但它也被视为使医学教育体验更具人性的一种方式。
未来研究在开发跨文化培训项目时需要关注诸如感知相关性、刻板印象和政治正确性等问题。
