Harris Treniece Lewis, McQuery Joy, Raab Barbara, Elmore Shekinah
Department of Psychiatry, Cambridge Health Alliance/Harvard Medical School, Cambridge, MA 02139, USA.
Acad Psychiatry. 2008 Jul-Aug;32(4):306-12. doi: 10.1176/appi.ap.32.4.306.
The authors present a 9-week multicultural competence course organized around the DSM-IV-TR Outline for Cultural Formulation.
The course alternated large group lectures with experiential small group discussions to acquire knowledge, develop skills, and explore attitudes. The authors evaluated the effectiveness of the course on residents' training and application of multicultural knowledge, skills, and attitudes. Second-, third- and fourth-year residents completed anonymous self-report questionnaires immediately before and after the course and 9 months following the course.
Residents' pre- and postcourse scores indicated statistically significant increases in multicultural knowledge, attitudes, and clinical application. Residents did not report additional gains in multicultural knowledge, skills, and attitudes at the 9-month follow-up.
This multicultural training course resulted in modest gains in resident training in multicultural knowledge, skills, and attitudes. Further study is needed to determine ways to sustain immediate multicultural knowledge and ways to support long-term application of multicultural education.
作者介绍了一门围绕《精神疾病诊断与统计手册》第四版修订版（DSM-IV-TR）文化表述大纲组织的为期9周的多元文化能力课程。
该课程将大型讲座与体验式小组讨论交替进行，以获取知识、培养技能并探索态度。作者评估了该课程对住院医师多元文化知识、技能和态度的培训及应用效果。二、三、四年级住院医师在课程开始前、课程结束后以及课程结束9个月后完成了匿名自我报告问卷。
住院医师课程前后的分数表明，多元文化知识、态度和临床应用在统计学上有显著提高。在9个月的随访中，住院医师未报告在多元文化知识、技能和态度方面有额外的收获。
这一多元文化培训课程使住院医师在多元文化知识、技能和态度方面有适度收获。需要进一步研究以确定维持即时多元文化知识的方法以及支持多元文化教育长期应用的方法。
