沙特阿拉伯和 9 所美国医学院之间隐藏课程的以患者为中心的跨文化比较。
Cross-cultural comparison of the patient-centeredness of the hidden curriculum between a Saudi Arabian and 9 US medical schools.
机构信息
Department of Medicine, School of Medicine and Health Sciences, The George Washington University, Washington, DC, USA.
出版信息
Med Educ Online. 2009 Dec 18;14:19. doi: 10.3885/meo.2009.T0000144.
BACKGROUND
The implicit "hidden curriculum" strongly influences medical students' perceptions of the importance of patient-centeredness. A new instrument, the Communication, Curriculum, and Culture Survey (C3), already used to assess this hard-to- access part of the curriculum in the US, has potential for use in cross-cultural comparisons.
OBJECTIVE
To use the C3 to perform a pilot cross-cultural comparison of the patient-centeredness of the hidden curriculum between a Saudi medical school and 9 U.S. medical schools.
DESIGN
Senior Saudi medical students completed the C3 and a second instrument, the Patient-Provider Orientation Scale (PPOS), which measured their attitudes toward patient-centered behavior.
PARTICIPANTS
Senior Saudi medical students.
RESULTS
139/256 (54%) Saudis completed the C3; 122/256(48%) completed the PPOS. Means for 2 out of 3 of the C3's domains (0-100 scale) were lower for the Saudis than those for the Americans (95% confidence intervals in parentheses): 47 (45, 50) vs. 55 (53, 58); 54 (50, 58) vs. 68 (67, 70); they overlapped in the third: 60 (57, 63) vs. 62 (60, 63). The mean Saudi PPOS score was 4.0 (3.9, 4.1); for the American medical schools, 4.8 (4.8-4.8) (1-6, least to most patient-centered).
CONCLUSIONS
In this preliminary study the data suggest that the patient-centeredness of the hidden curriculum differs in Saudi and US medical schools in 2 out of 3 domains. Cross-cultural use of instruments such as the C3 can highlight such important differences and help educators evaluate their curriculum from an international, as well as a local perspective. Use of instruments across borders is a growing trend and an indicator of the increasing globalization of medical education.
背景
隐性“隐含课程”对医学生对以患者为中心的重要性的看法有很大影响。一种新的工具，沟通、课程和文化调查（C3），已经在美国用于评估课程中难以接触到的部分，具有用于跨文化比较的潜力。
目的
使用 C3 对沙特一所医学院和 9 所美国医学院的隐性课程的以患者为中心程度进行初步的跨文化比较。
设计
沙特高年级医学生完成 C3 和第二份工具，患者-提供者取向量表（PPOS），该量表测量他们对以患者为中心的行为的态度。
参与者
沙特高年级医学生。
结果
256 名沙特学生中，有 139 名（54%）完成了 C3；256 名中有 122 名（48%）完成了 PPOS。C3 的 3 个领域中的 2 个领域（0-100 量表）的平均值对于沙特人来说低于美国人（括号内为 95%置信区间）：47（45，50）与 55（53，58）；54（50，58）与 68（67，70）；第三个领域重叠：60（57，63）与 62（60，63）。沙特人的 PPOS 平均得分为 4.0（3.9，4.1）；对于美国医学院，4.8（4.8-4.8）（1-6，最不患者为中心到最患者为中心）。
结论
在这项初步研究中，数据表明，沙特和美国医学院的隐性课程在 3 个领域中的 2 个领域中以患者为中心的程度不同。C3 等工具的跨文化使用可以突出显示这些重要差异，并帮助教育工作者从国际和本地视角评估他们的课程。跨边界使用工具是一个日益增长的趋势，也是医学教育日益全球化的一个指标。
Zotero 插件