Department of Community and Preventive Medicine, University of Rochester School of Medicine and Dentistry, Rochester, New York 14642, USA.
Acad Med. 2012 Nov;87(11):1496-500. doi: 10.1097/ACM.0b013e31826d322d.
Recent research indicates that the cultural competence training students receive during medical school might not adequately address the issues that arise when caring for patients of different cultures. Because of their unique communication, linguistic, and cultural issues, incorporating deaf people who use sign language into cultural competence education at medical schools might help to bridge this gap in cross-cultural education. The Deaf Strong Hospital (DSH) program at the University of Rochester School of Medicine and Dentistry, started in 1998, exposes first-year medical students to the issues that are relevant to providing effective patient care and to establishing multicultural sensitivity early in their medical education. Because medical students better acquire cross-cultural competence through hands-on experience rather than through lectures, the DSH program, which includes a role-reversal exercise in which medical students play the role of the patients, provides such a model for other medical schools and health care training centers to use in teaching future health care providers how to address the relevant cultural, linguistic, and communication needs of both their deaf patients and their non-English-speaking patients. This article describes the DSH program curriculum, shares findings from both medical students' short-term and long-term postprogram evaluations, and provides a framework for the implementation of a broader cultural and linguistic sensitivity training program specific to working with and improving the quality of health care among deaf people.
最近的研究表明，医学生在医学院接受的文化能力培训可能无法充分解决在为不同文化背景的患者提供护理时出现的问题。由于聋人使用手语的独特沟通、语言和文化问题，将他们纳入医学院的文化能力教育中可能有助于弥合跨文化教育中的这一差距。罗切斯特大学医学院和牙科学院的“聋人坚强医院”（DSH）项目于 1998 年启动，让一年级医学生接触到与提供有效患者护理和在医学教育早期建立多元文化敏感性相关的问题。由于医学生通过实践经验而不是讲座更好地获得跨文化能力，因此 DSH 项目包括一个角色扮演练习，让医学生扮演患者的角色，为其他医学院校和医疗培训中心提供了一个模式，用于教授未来的医疗保健提供者如何满足他们的聋人患者和非英语患者的相关文化、语言和沟通需求。本文介绍了 DSH 项目课程，分享了医学生短期和长期项目后评估的发现，并提供了一个框架，用于实施更广泛的文化和语言敏感性培训计划，该计划专门针对与聋人合作和提高他们的医疗保健质量。
