Wilby Kyle John, Taylor Jeff, Khalifa Sherief I, Jorgenson Derek
Qatar University College of Pharmacy, Doha, Qatar.
University of Saskatchewan College of Pharmacy and Nutrition, Saskatoon, Saskatchewan, Canada.
Am J Pharm Educ. 2015 Mar 25;79(2):26. doi: 10.5688/ajpe79226.
To develop, implement, and evaluate a course-based, cross-cultural student interaction using real-time videoconferencing between universities in Canada and Qatar.
A professional skills simulation practice session on smoking cessation was run for students in Qatar (n=22) and Canada (n=22). Students role played cases in small group situations and then interacted with colleagues from the other country regarding culturally challenging situations and communication strategies.
Students were assessed on analytical content and communication skills through faculty member and peer evaluation. Cultural competency outcomes were assessed using a postsession survey. Overall, 92.3% of respondents agreed that learning was enhanced through the cross-cultural exchange, and 94.9% agreed that insight was gained into the health-related issues and needs of people from another culture.
A course-based, cross-cultural interaction was an effective method to incorporate cultural competency principles into student learning. Future initiatives should increase direct student interaction and focus on culturally sensitive topics.
利用加拿大和卡塔尔两国大学之间的实时视频会议，开发、实施并评估一门基于课程的跨文化学生互动课程。
为卡塔尔（n = 22）和加拿大（n = 22）的学生开展了一场关于戒烟的专业技能模拟实践课程。学生们在小组情境中扮演案例角色，然后就具有文化挑战性的情境和沟通策略与来自另一个国家的同事进行互动。
通过教师和同伴评估对学生的分析内容和沟通技巧进行评估。使用课后调查问卷评估文化能力成果。总体而言，92.3%的受访者同意通过跨文化交流增强了学习效果，94.9%的受访者同意对来自另一种文化的人们的健康相关问题和需求有了更深入的了解。
基于课程的跨文化互动是将文化能力原则纳入学生学习的有效方法。未来的举措应增加学生之间的直接互动，并关注文化敏感话题。
