Carter Michele M, Lewis Evelyn L, Sbrocco Tracy, Tanenbaum Richard, Oswald Jennifer C, Sykora William, Williams Pamela, Hill Lauren D
American University, Washington, DC, USA.
J Natl Med Assoc. 2006 Nov;98(11):1772-8.
With an increasing awareness of health disparities, medical schools are challenged to develop training in cultural competency for their students. We developed and evaluated the effectiveness of an interactive workshop designed to improve third-year students' attitudes, beliefs and cross-cultural communication skills.
At the start of a six-week required family medicine clerkship, 196 medical students participated in small group (20-24 students) workshops. Didactics included facts about health disparities and a model of cultural competency. During a skill-building component, students were exposed to live vignettes portraying ineffective and effective cross-cultural doctor-patient interactions. Impact on students' attitudes, perceived bias and knowledge of techniques was assessed by comparing pre- and postworkshop scores.
Participants increased their cultural awareness on most items of a cultural awareness scale. Fifty-five-, 71- and 66% of the sample agreed or strongly agreed the program was valuable, appropriate and effective, respectively. Conversely, only 17-, 6- and 9% of the sample disagreed or strongly disagreed, respectively.
A workshop for third-year students led to an increase in cultural awareness and was considered appropriate and valuable. Further study, including longitudinal training and evaluation, is needed regarding effective methods to increase cultural competence in clinical practice.
随着对健康差距的认识不断提高，医学院面临着为学生开展文化能力培训的挑战。我们开发并评估了一个互动式工作坊的有效性，该工作坊旨在改善三年级学生的态度、信念和跨文化沟通技巧。
在为期六周的必修家庭医学实习开始时，196名医学生参加了小组（20 - 24名学生）工作坊。教学内容包括健康差距的事实和文化能力模型。在技能培养环节，学生观看了展示无效和有效跨文化医患互动的现场短剧。通过比较工作坊前后的分数来评估对学生态度、感知偏见和技术知识的影响。
参与者在文化意识量表的大多数项目上提高了他们的文化意识。分别有55%、71%和66%的样本同意或强烈同意该项目有价值、合适且有效。相反，分别只有17%、6%和9%的样本不同意或强烈不同意。
为三年级学生举办的工作坊提高了文化意识，且被认为是合适且有价值的。关于在临床实践中提高文化能力的有效方法，需要进一步研究，包括纵向培训和评估。
