Allen Cecily, Sawning Susan, Ziegler Craig, Brueckner-Collins Jennifer
Department of Anatomical Sciences and Neurobiology, University of Louisville School of Medicine, 500 S. Preston St, Instructional Building B, Louisville, KY 40202 USA.
Office of Medical Education, University of Louisville School of Medicine, Louisville, KY USA.
Med Sci Educ. 2020 Mar 16;30(2):719-726. doi: 10.1007/s40670-020-00939-8. eCollection 2020 Jun.
Medical students need to understand how culture and patient management relate in order to provide optimal care to a diverse society. Multiple studies call for more cultural training in medical education. Some studies show that well-intentioned cultural competency curriculum can reinforce stereotypes, yet it is essential for educators to discuss varying identities with our students in their training in order to avoid the implication that white is the default patient identity. Our study evaluates a pilot, novel approach for integrating cultural content into the biomedical sciences, specifically gross anatomy. Clinical vignette practice questions were developed as tools to help students expand their anatomical knowledge and cultural and socioeconomic awareness, taking special consideration to avoid stereotypical presentations. We evaluated class of 2021 students' self-reported cultural awareness and ability to utilize culturally relevant information through completion of a survey in fall 2017 (pre) and winter 2017 (post). The students were surveyed on their ability to recognize and/or integrate culturally relevant information. Twenty-one students ( = 21) participated. There was significant improvement in the overall cultural awareness score between the pre- and post-surveys (pre mean = 3.54, while post mean = 3.81; = 0.016). The most dramatic domains that students became aware of included incorporating culturally relevant information into a treatment plan and communicating with sensitivity and respect when caring for patients. Culturally informed curriculum does not need to be limited to the humanities courses in medical education. Direct integration into biomedical sciences is a novel approach to help students gain exposure to biomedical and cultural content simultaneously.
医学生需要了解文化与患者管理之间的关系，以便为多元社会提供最佳护理。多项研究呼吁在医学教育中增加文化培训。一些研究表明，善意的文化能力课程可能会强化刻板印象，但教育工作者在培训中与学生讨论不同的身份认同至关重要，以避免暗示白人是默认的患者身份。我们的研究评估了一种将文化内容融入生物医学科学，特别是大体解剖学的试点新方法。临床病例实践问题被开发为工具，以帮助学生扩展其解剖学知识以及文化和社会经济意识，特别注意避免刻板的呈现方式。我们通过在2017年秋季（课前）和2017年冬季（课后）完成一项调查，评估了2021届学生自我报告的文化意识以及利用与文化相关信息的能力。对学生识别和/或整合与文化相关信息的能力进行了调查。21名学生（n = 21）参与了调查。课前和课后调查之间的总体文化意识得分有显著提高（课前平均分为3.54，课后平均分为3.81；p = 0.016）。学生们意识到的最显著领域包括将与文化相关的信息纳入治疗计划，以及在照顾患者时以敏感和尊重的方式进行沟通。具有文化意识的课程不必局限于医学教育中的人文课程。直接融入生物医学科学是一种帮助学生同时接触生物医学和文化内容的新方法。
