Bazaz M Mousavi, Zazoly A Zabihi, Karimi Moonaghi H
Department of Community Medicine, Mashhad University of Medical Sciences, Mashhad, Islamic Republic of Iran.
Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Islamic Republic of Iran.
East Mediterr Health J. 2015 Feb 25;21(1):45-53. doi: 10.26719/2015.21.1.45.
Despite the importance of cultural competence in health care, there has been no research to develop a framework for cultural competence in the Iranian context. This qualitative study at Mashhad University of Medical Sciences aimed to elucidate the views of medical faculty staff on the components of cross-cultural competence and compare these with similar studies published in English. Using a combination of archival studies, semi-structured interviews and focus group discussions among faculty members 3 major domains (knowledge, attitude and behaviour) and 21 components were identified to describe the cross-cultural competence of faculty members in medical schools. Participants expressed the importance of knowledge as a precursor to changing attitudes and the 6 knowledge components related to knowledge and awareness of values, beliefs and norms of different ethnic, racial and cultural groups. Experts mostly emphasized the importance of interaction between faculty members and clients (students and patients).
尽管文化能力在医疗保健中很重要，但在伊朗背景下，尚未有研究来制定文化能力框架。这项在马什哈德医科大学开展的定性研究旨在阐明医学教职员工对跨文化能力组成部分的看法，并将这些看法与用英文发表的类似研究进行比较。通过对教职员工进行档案研究、半结构化访谈和焦点小组讨论相结合的方式，确定了3个主要领域（知识、态度和行为）以及21个组成部分，以描述医学院校教职员工的跨文化能力。参与者表示知识作为改变态度的先决条件很重要，以及与不同种族、民族和文化群体的价值观、信仰和规范的知识与意识相关的6个知识组成部分。专家们大多强调教职员工与服务对象（学生和患者）之间互动的重要性。
