Department of Family Medicine, School of Medicine, University of California, Irvine, CA, USA.
Kaohsiung J Med Sci. 2009 Sep;25(9):486-92. doi: 10.1016/S1607-551X(09)70555-8.
The globalization of medical practice using accepted evidence-based approaches is matched by a growing trend for shared curricula in medicine and other health professions across international boundaries. Interest in the common challenges of curricular design, delivery and assessment is expressed in conferences and dialogues focused on topics such as teaching of professionalism, humanism, integrative medicine, bioethics and cultural competence. The spirit of collaboration, sharing, acknowledgment and mutual respect is a guiding principle in cross-cultural teaching. This paper uses the Tool for Assessing Cultural Competency Training to explore methods for designing and implementing cultural competency curricula. The intent is to identify elements shared across institutional, national and cross-cultural borders and derive common principles for the assessment of learners and the curricula. Two examples of integrating new content into existing clerkships are provided to guide educators interested in an integrated and learner-centered approach to assimilate cultural competency teaching into existing required courses, clerkships and elective experiences. The paper follows an overarching principle that "every patient-doctor encounter is a cross-cultural encounter", whether based on ethnicity, age, socioeconomic status, sex, religious values, disability, sexual orientation or other differences; and whether the differences are explicit or implicit.
医学实践的全球化采用了公认的循证方法，同时也出现了一种趋势，即在医学和其他健康专业领域跨越国际边界共享课程。会议和对话关注专业精神、人文主义、综合医学、生物伦理学和文化能力等主题，表达了对课程设计、交付和评估共同挑战的兴趣。合作、分享、承认和相互尊重的精神是跨文化教学的指导原则。本文使用文化能力培训评估工具来探讨设计和实施文化能力课程的方法。目的是确定跨越机构、国家和跨文化边界的共同要素，并为学习者和课程的评估得出共同的原则。提供了两个将新内容融入现有实习的示例，以指导有兴趣采用综合和以学习者为中心的方法将文化能力教学融入现有必修课程、实习和选修经验的教育工作者。本文遵循一个总体原则，即“每一次医患接触都是跨文化的接触”，无论是基于种族、年龄、社会经济地位、性别、宗教价值观、残疾、性取向还是其他差异；并且无论差异是明确的还是隐含的。
