Oliver Wendell Holmes Society, Harvard Medical School, Boston, Massachusetts, USA.
Acad Med. 2012 Nov;87(11):1530-4. doi: 10.1097/ACM.0b013e31826d40f5.
Medical students who graduate from schools with diverse student populations are more likely to rate themselves as prepared to care for diverse patients compared with students who graduate from more homogenous schools. This study aimed to identify the types of cross-cultural interactions associated with students' self-rated preparedness.
In 2010, the authors developed and administered a Web-based survey that queried Harvard Medical School students about their voluntary interethnic interactions (studying, socializing), participation in diversity-related extracurricular activities, and self-rated preparedness to care for diverse patients. The authors separated students' responses regarding interethnic interactions and participation in diversity-related extracurricular activities into high and low participation, then determined the association between these responses and those to questions about students' self-rated preparedness to care for diverse patients. They used ANOVA and Z tests of proportion to analyze their data.
Of 724 eligible students, 460 completed the survey (64%). Seventy-five percent (324/433) believed they were prepared to care for patients from backgrounds different from their own. Students who spent >75% of their study time with students from different backgrounds or who participated in a greater number of diversity-related extracurricular activities were more likely to rate themselves as prepared to care for diverse patients overall and to perform seven other skills.
Voluntary cross-cultural interactions, both studying and socializing, are associated with higher self-rated preparedness to care for patients from diverse backgrounds. Medical schools should continue to support multicultural pursuits to prepare students to become physicians sensitive to the needs of diverse patients.
与毕业于学生群体同质化程度较高的学校的医学生相比，毕业于学生群体多样化的学校的医学生更有可能评价自己有能力为不同患者提供医疗服务。本研究旨在确定与学生自我评估准备程度相关的跨文化互动类型。
2010 年，作者开发并实施了一项基于网络的调查，调查哈佛医学院学生的自愿跨种族互动（学习、社交）、参与多样性相关课外活动以及自我评估为不同患者提供医疗服务的准备情况。作者将学生关于跨种族互动和参与多样性相关课外活动的回答分为高参与度和低参与度两类，然后确定这些回答与学生自我评估为不同患者提供医疗服务的准备程度之间的关系。他们使用方差分析和比例 Z 检验来分析数据。
在 724 名符合条件的学生中，有 460 名（64%）完成了调查。75%（324/433）的学生认为自己有能力为背景与自己不同的患者提供医疗服务。与背景不同的学生一起学习时间超过 75%或参加更多多样性相关课外活动的学生，更有可能总体上评价自己有能力为不同背景的患者提供医疗服务，并能完成其他 7 项技能。
自愿的跨文化互动，包括学习和社交，与更高的自我评估为不同背景的患者提供医疗服务的准备程度相关。医学院校应继续支持多元文化追求，以培养学生成为对不同患者需求敏感的医生。
