Echeverri Margarita, Chen Aleda M H
Center for Minority Health and Health Disparities Research and Education, Xavier University of Louisiana, New Orleans, Louisiana.
J Best Pract Health Prof Divers. 2016 Spring;9(1):1160-1177.
Educational programs in cultural competence have become an important strategy to prepare healthcare providers to better address the needs of an increasingly diverse society and to decrease health disparities. However, a literature review found little information on best practices in teaching cultural competence.
To create a protocol for conducting an effectiveness review of the literature to evaluate best practices in teaching methods, assessment, and interventions in cultural competence for health-related professions.
The protocol followed guidelines from the BEME (Best Evidence Medical Education) collaborative. Inclusion criteria, preliminary terms, and databases for searching were established. A modified version of the 6 QUESTS and the Kirkpatrick model were chosen to appraise and synthesize the information from studies included in the review. Finally, recommendations and the final report follow the adapted PRISMA (preferred reporting items for systematic reviews and meta-analyses) checklist.
Policymakers, researchers, and teachers can use the evidence from a comprehensive systematic review to revise or develop educational interventions, assessment methods, and accreditation requirements for academic programs.
文化能力教育项目已成为一项重要策略，旨在让医疗保健提供者做好准备，以更好地满足日益多元化社会的需求，并减少健康差距。然而，一项文献综述发现，关于文化能力教学最佳实践的信息很少。
制定一项对文献进行有效性综述的方案，以评估健康相关专业文化能力教学方法、评估和干预措施方面的最佳实践。
该方案遵循了BEME（最佳证据医学教育）协作组织的指导方针。确定了纳入标准、初步检索词和检索数据库。选择了6 QUESTS的修改版和柯克帕特里克模型来评估和综合综述中纳入研究的信息。最后，建议和最终报告遵循改编后的PRISMA（系统评价和荟萃分析的首选报告项目）清单。
政策制定者、研究人员和教师可以利用全面系统综述的证据来修订或制定学术项目的教育干预措施、评估方法和认证要求。
