University of Pittsburgh Medical Center, Pittsburgh, PA, USA.
Am J Pharm Educ. 2013 May 13;77(4):76. doi: 10.5688/ajpe77476.
To determine the degree to which 3 different educational interventions enhance cultural competency in pharmacy students.
Students were equally divided among a simulated-patient activity group, a written case-scenarios group, and a formal lecture group. Mean scores for pre- and post-intervention cultural self-assessment surveys were compared.
In the simulation group, there were significant positive changes in the cultural skills and cultural desire components; in the case-scenario group, there was a significant positive change in the cultural awareness component; and in the lecture group, there were significant positive changes in the cultural skills and cultural empathy components. With respect to the cultural skills component, there was greater post-intervention improvement in the simulation and lecture groups than in the case-scenario group.
There were significant positive changes within each group, indicating that ideologies and behaviors may be altered based on the educational intervention received. However, a 1-hour practicum may not be sufficient to enhance cultural competency.
确定 3 种不同的教育干预措施在提高药学学生文化能力方面的程度。
学生被平均分为模拟患者活动组、书面案例情景组和正式讲座组。比较干预前后文化自我评估调查的平均分数。
在模拟组中，文化技能和文化愿望成分有显著的积极变化；在案例情景组中，文化意识成分有显著的积极变化；在讲座组中，文化技能和文化同理心成分有显著的积极变化。就文化技能成分而言，模拟组和讲座组的干预后改善程度大于案例情景组。
每个组都有显著的积极变化，这表明基于所接受的教育干预，意识形态和行为可能会发生改变。然而，1 小时的实习可能不足以提高文化能力。
