Saleh Linda, Kuthy Raymond A, Chalkley Yvonne, Mescher Kay M
Department of Preventive and Community Dentistry, University of Iowa College of Dentistry, Iowa City, IA 52242-1010, USA.
J Dent Educ. 2006 Jun;70(6):610-23.
The purpose of this study was to assess the status of cross-cultural education in U.S. dental schools and to identify characteristics associated with having a formal cross-cultural curriculum. An eighteen-item survey, which included questions about curricular format, teaching and evaluation methods, time, and course content, was sent to all U.S. dental schools. Comparisons were made using whether or not institutions had formal cross-cultural curricula. Forty-five of fifty-six schools responded. Twenty-nine schools reported having formal cross-cultural curricula in a separate course and/or integrated with other courses with specific goals and objectives. Schools that have formal cross-cultural curricula had higher scores on depth of curricula and spent more time than schools that reported having informal curricula (p=0.03). Competing curricular time and lack of faculty expertise were the most frequently cited impeding factors for inclusion of cross-cultural issues (87.8 percent and 68.3 percent, respectively), while diverse patient population and leadership commitment were the most frequently cited facilitating factors (92.5 percent and 67.5 percent, respectively). There is wide variation among dental schools regarding how they teach these issues and how students are evaluated. Dental schools lack guidance about how to best incorporate this curricular content.
本研究的目的是评估美国牙科学校的跨文化教育状况，并确定与拥有正式跨文化课程相关的特征。一项包含18个项目的调查问卷被发送至美国所有牙科学校，问卷内容涉及课程形式、教学与评估方法、时间以及课程内容等问题。根据各院校是否设有正式的跨文化课程进行比较。56所学校中有45所做出了回应。29所学校报告称设有单独的正式跨文化课程和/或与其他具有特定目标和目的的课程相结合。设有正式跨文化课程的学校在课程深度方面得分更高，且比那些报告设有非正式课程的学校花费更多时间（p=0.03）。课程时间冲突和教师专业知识不足是提及最多的阻碍跨文化问题纳入课程的因素（分别为87.8%和68.3%），而患者群体多样化和领导层的支持则是提及最多的促进因素（分别为92.5%和67.5%）。牙科学校在如何教授这些问题以及如何评估学生方面存在很大差异。牙科学校缺乏关于如何最好地纳入这一课程内容的指导。
