Zaidi Zareen, Vyas Rashmi, Verstegen Danielle, Morahan Page, Dornan Tim
Z. Zaidi is associate professor, Division of General Internal Medicine, Department of Medicine, University of Florida, Gainesville, Florida; ORCID: http://orcid.org/0000-0003-4328-5766. R. Vyas is assistant vice president, Foundation for Advancement of International Medical Education and Research (FAIMER Education), FAIMER, Philadelphia, Pennsylvania. D. Verstegen is assistant professor, Department of Educational Research and Development, Maastricht University, Maastricht, the Netherlands. P. Morahan is professor emerita, Drexel University College of Medicine, Philadelphia, Pennsylvania. T. Dornan is professor, Queen's University, Belfast, Northern Ireland.
Acad Med. 2017 Nov;92(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions):S93-S99. doi: 10.1097/ACM.0000000000001907.
To analyze educators' experiences of facilitating cultural discussions in two global health professions education programs and what these experiences had taught them about critical consciousness.
A multicultural research team conducted in-depth interviews with 16 faculty who had extensive experience facilitating cultural discussions. They analyzed transcripts of the interviews thematically, drawing sensitizing insights from Gramsci's theory of cultural hegemony. Collaboration and conversation helped the team self-consciously examine their positions toward the data set and be critically reflexive.
Participant faculty used their prior experience facilitating cultural discussions to create a "safe space" in which learners could develop critical consciousness. During multicultural interactions they recognized and explicitly addressed issues related to power differentials, racism, implicit bias, and gender bias. They noted the need to be "facile in attending to pain" as learners brought up traumatic experiences and other sensitive issues including racism and the impact of power dynamics. They built relationships with learners by juxtaposing and exploring the sometimes-conflicting norms of different cultures. Participants were reflective about their own understanding and tendency to be biased. They aimed to break free of such biases while role modeling how to have the courage to speak up.
Experience had given facilitators in multicultural programs an understanding of their responsibility to promote critical consciousness and social justice. How faculty without prior experience or expertise could develop those values and skills is a topic for future research.
分析教育工作者在两个全球卫生职业教育项目中推动文化讨论的经历，以及这些经历让他们对批判意识有了哪些认识。
一个多元文化研究团队对16名在推动文化讨论方面有丰富经验的教员进行了深入访谈。他们对访谈记录进行了主题分析，从葛兰西的文化霸权理论中汲取了敏锐的见解。合作与对话帮助团队自觉审视他们对数据集的立场，并进行批判性反思。
参与的教员利用他们之前推动文化讨论的经验，创造了一个“安全空间”，让学习者能够培养批判意识。在多元文化互动中，他们认识到并明确处理了与权力差异、种族主义、隐性偏见和性别偏见相关的问题。他们指出，当学习者提出创伤经历和其他敏感问题，包括种族主义和权力动态的影响时，需要“善于处理痛苦”。他们通过并列和探索不同文化间有时相互冲突的规范，与学习者建立关系。参与者反思自己的理解和偏见倾向。他们旨在摆脱这种偏见，同时树立榜样，展示如何有勇气直言。
经验让多元文化项目中的推动者明白了他们在促进批判意识和社会正义方面的责任。没有相关经验或专业知识的教员如何培养这些价值观和技能，是未来研究的一个课题。
