Beck Barbra, Scheel Matthew H, De Oliveira Kathleen, Hopp Jane
Department of Public Health, Carroll University, Waukesha, Wisconsin, USA.
Department of Psychology, Carroll University, Waukesha, Wisconsin, USA.
J Educ Eval Health Prof. 2014 Jan 27;11:2. doi: 10.3352/jeehp.2014.11.2.
Many physician assistant (PA) programs have recently integrated cultural competency into their curricula. However, there is little evidence of the longitudinal effectiveness of such curricula on culture competency. This study tested whether the amount of exposure to a cultural competency curriculum affected self-assessments of cultural awareness in two cohorts of students.
Cohort 1 and Cohort 2 students completed a cultural awareness survey at the beginning of the program and retook the survey at three intervals during the first year.
Regression analyses confirmed a significant linear relationship (two-tailed 0.05) between the responses and the interval number on all questions for each cohort, with the exception of Question 8, on the ability to identify discrimination, for Cohort 2.
Results from Cohort 2 replicated those from Cohort 1, suggesting that cultural awareness among PA students benefits from repeated exposure to lessons on cultural competency. Schools attempting to develop or expand cultural awareness among students should consider integrating cultural competency training throughout the PA curriculum.
许多医师助理（PA）项目最近已将文化能力纳入其课程。然而，几乎没有证据表明此类课程对文化能力具有长期有效性。本研究测试了接触文化能力课程的时长是否会影响两组学生对文化意识的自我评估。
第一组和第二组学生在项目开始时完成了一项文化意识调查，并在第一年的三个时间点再次进行了该调查。
回归分析证实，除了第二组关于识别歧视能力的问题8外，每个组所有问题的回答与时间间隔数之间存在显著的线性关系（双尾0.05）。
第二组的结果复制了第一组的结果，表明医师助理学生的文化意识受益于反复接触文化能力课程。试图在学生中培养或增强文化意识的学校应考虑在整个医师助理课程中整合文化能力培训。
