The University of Oklahoma College of Medicine, Oklahoma City, OK 73104, USA.
J Gen Intern Med. 2010 May;25 Suppl 2(Suppl 2):S91-4. doi: 10.1007/s11606-009-1245-9.
Enhancing the cultural competency of students is emerging as a key issue in medical education; however, students may perceive that they are more able to function within cross-cultural situations than their teachers, reducing the effectiveness of cultural competency educational efforts.
The purpose of our study was to compare medical students' perceptions of their residents, attendings, and their own cultural competency.
Cross-sectional study.
A questionnaire containing previously validated instruments was administered to end-of-third-year medical students at four institutions throughout the US. Repeated measures multivariate analysis was used to determine differences in student ratings.
Three hundred fifty-eight medical students from four schools participated, for an overall response rate of 65%.
Analysis indicated overall statistically significant differences in students' ratings (p < 0.001, eta(2) = 0.33). Students rated their own cultural competency as statistically significantly higher than their residents, but similar to their attendings. For reference, students rated the patient care competency of themselves, their residents, and their attendings; they rated their attendings' skills as statistically significantly higher than residents, and residents as statistically significantly higher than themselves. There were differences between cultural competency and patient care ratings.
Our results indicate that students perceive the cultural competency of their attendings and residents to be the same or lower than themselves. These findings indicate that this is an important area for future research and curricular reform, considering the vital role that attendings and residents play in the education of medical students.
提高学生的文化能力正成为医学教育中的一个关键问题；然而，学生可能认为自己在跨文化情境中比教师更有能力，从而降低了文化能力教育的效果。
我们的研究目的是比较医学生对住院医师、主治医生和他们自己文化能力的看法。
横断面研究。
在美国四所学校的第三年结束时，向 358 名医学生发放了一份包含先前经过验证的工具的问卷。采用重复测量多元分析来确定学生评分的差异。
来自四所学校的 358 名医学生参加了调查，总体应答率为 65%。
分析表明，学生的评分存在总体上的统计学显著差异（p<0.001，eta(2)=0.33）。学生对自己的文化能力评价明显高于住院医师，但与主治医生相似。作为参考，学生对自己、住院医师和主治医生的患者护理能力进行了评分；他们评价主治医生的技能明显高于住院医师，而住院医师又明显高于自己。文化能力和患者护理评分之间存在差异。
我们的结果表明，学生认为住院医师和主治医生的文化能力与自己相同或低于自己。这些发现表明，这是未来研究和课程改革的一个重要领域，因为主治医生和住院医师在医学生教育中扮演着至关重要的角色。
