Bahrke Barbara, De Oliveira Kathleen, Scheel Matthew H, Beck Barbra, Hopp Jane
J Physician Assist Educ. 2014;25(1):33-7. doi: 10.1097/01367895-201425010-00005.
This study assessed the efficacy of longitudinal integration of cultural components into the clinical year of a 2-year master of science in physician assistant studies (MSPAS) program.
Students submitted cultural reflection papers, gave a medical case/cultural presentation, and participated in cultural awareness discussion groups throughout the clinical year. Students completed the same cultural awareness survey at the conclusion of their clinical year that they had completed at benchmarked intervals during their didactic year. Additionally, cultural competency was assessed during the students' summative objective structured clinical examination (OSCE) using a combination of the program's objectives and established professional standards.
Qualitative data suggested that students recognized the importance of cultural competency in providing quality patient care and recognized that remaining culturally competent is an ongoing process. Linear trend analyses revealed significant positive relationships between survey response scores and time in the program. The OSCE's cultural assessment scores indicated cultural competency in broad, general categories, but scores declined as cultural categories narrowed and became more detailed.
Continued integration of cultural awareness training and assessment throughout the clinical year of a physician assistant (PA) program may have a positive impact on improving cultural competency. PA programs seeking to improve cultural competency in their students should consider continued integration of cultural components throughout the clinical year.
本研究评估了在为期两年的医师助理研究理学硕士（MSPAS）项目的临床学年中纵向融入文化内容的效果。
在整个临床学年中，学生提交文化反思论文、进行医疗案例/文化展示，并参加文化意识讨论小组。学生在临床学年结束时完成了他们在理论学年基准间隔时所完成的相同的文化意识调查。此外，在学生的总结性客观结构化临床考试（OSCE）期间，结合该项目的目标和既定的专业标准对文化能力进行了评估。
定性数据表明，学生认识到文化能力在提供高质量患者护理中的重要性，并认识到保持文化能力是一个持续的过程。线性趋势分析显示，调查反应分数与在该项目中的时间之间存在显著的正相关关系。OSCE的文化评估分数表明在广泛的一般类别中具备文化能力，但随着文化类别变窄和变得更详细，分数有所下降。
在医师助理（PA）项目的整个临床学年中持续融入文化意识培训和评估可能对提高文化能力有积极影响。寻求提高学生文化能力的PA项目应考虑在整个临床学年中持续融入文化内容。
