Dr. Hutchins is associate professor, Department of Sociology and Anthropology, Bellarmine University, Louisville, Kentucky. Ms. DiPrete Brown is associate director for education and engagement, Global Health Institute, and is a faculty member, School of Medicine and Public Health, School of Pharmacy, and Department of Latin American, Caribbean, and Iberian Studies, University of Wisconsin-Madison, Madison, Wisconsin. Dr. Poulsen is assistant professor, Department of Clinical Sciences, Oregon State University College of Veterinary Medicine, Corvallis, Oregon.
Acad Med. 2014 Feb;89(2):251-6. doi: 10.1097/ACM.0000000000000088.
International immersion experiences do not, in themselves, provide students with the opportunity to develop cultural competence. However, using an anthropological lens to educate students allows them to learn how to negotiate cultural differences by removing their own cultural filters and seeing events through the eyes of those who are culturally different. Faculty at the University of Wisconsin-Madison's Global Health Institute believed that an embedded experience, in which students engaged with local communities, would encourage them to adopt this Cultural Competency 2.0 position. With this goal in mind, they started the Field School for the Study of Language, Culture, and Community Health in Ecuador in 2003 to teach cultural competency to medical, veterinary, pharmacy, and nursing students. The program was rooted in medical anthropology and embraced the One Health initiative, which is a collaborative effort of multiple disciplines working locally, nationally, and globally to obtain optimal health for people, animals, and the environment. In this article, the authors identify effective practices and challenges for using a biocultural approach to educating students. In a semester-long preparatory class, students study the Spanish language, region-specific topics, and community engagement principles. While in Ecuador for five weeks, students apply their knowledge during community visits that involve homestays and service learning projects, for which they partner with local communities to meet their health needs. This combination of language and anthropological course work and community-based service learning has led to positive outcomes for the local communities as well as professional development for students and faculty.
国际沉浸体验本身并不能为学生提供发展文化能力的机会。然而，通过人类学视角教育学生，可以让他们学习如何通过去除自己的文化滤镜，并从文化背景不同的人的视角来看待事件，从而进行文化差异的协商。威斯康星大学麦迪逊分校全球健康研究所的教师认为，学生与当地社区的嵌入式体验将鼓励他们采取这种“文化能力 2.0”的立场。基于这一目标，他们于 2003 年在厄瓜多尔启动了语言、文化和社区健康实地学习课程，以向医学、兽医、药学和护理专业的学生教授文化能力。该项目根植于医学人类学，并拥护“同一健康”倡议，这是多个学科在地方、国家和全球范围内的合作努力，旨在为人类、动物和环境获得最佳健康。在本文中，作者确定了使用生物文化方法教育学生的有效实践和挑战。在一个为期一学期的预备课程中，学生学习西班牙语、特定于该地区的主题以及社区参与原则。在厄瓜多尔的五周时间里，学生通过涉及寄宿家庭和服务学习项目的社区访问来应用他们的知识，他们与当地社区合作，满足他们的健康需求。这种语言和人类学课程工作以及基于社区的服务学习的结合，为当地社区带来了积极的成果，也为学生和教师的专业发展带来了积极的成果。
