Kelly Patricia J
University of Arkansas for Medical Sciences, Dept. of Physician Assistant Studies, 4301 W. Markham St. #772, Little Rock, AR 72205-7199, USA.
J Physician Assist Educ. 2012;23(2):24-30. doi: 10.1097/01367895-201223020-00005.
Cultural competency training has been present in academic medicine for many years, but interest resurfaced when the Institute of Medicine released a report on health care disparity and called for curricular improvement in medical education to eliminate this disparity. Unfortunately, many limitations in the implementation and assessment of the training have emerged, and it has been demonstrated that cultural competency training has not been uniform across medical education or physician assistant education.
A national online survey of faculty members at 141 accredited PA programs was conducted. The study addressed the relationship of specific faculty characteristics with the implementation of cultural elements in cultural competency training in the didactic phase of PA programs.
Results of the study demonstrated that disability was excluded most frequently in the implementation process. In addition, a significant relationship between a lack of previous cultural competency training by faculty members and the implementation of less cultural elements was demonstrated.
These findings support the need for a standardized definition of culture and greater emphasis on cultural competency training for faculty.
文化能力培训在医学教育领域已存在多年，但当医学研究所发布一份关于医疗保健差异的报告，并呼吁改进医学教育课程以消除这种差异时，人们对它的兴趣再度兴起。不幸的是，培训的实施和评估出现了许多局限性，并且已经证明，文化能力培训在医学教育或医师助理教育中并不统一。
对141个经认可的医师助理项目的教员进行了一项全国性在线调查。该研究探讨了特定教员特征与医师助理项目理论教学阶段文化能力培训中文化元素实施之间的关系。
研究结果表明，在实施过程中，残疾问题最常被排除在外。此外，还表明教员缺乏先前的文化能力培训与较少文化元素的实施之间存在显著关系。
这些发现支持了对文化进行标准化定义的必要性，并更加强调对教员进行文化能力培训。
