Lewis Melissa E
Department of Family and Community Medicine, University of Missouri School of Medicine, Columbia, MO USA.
Med Sci Educ. 2020 May 8;30(2):891-903. doi: 10.1007/s40670-020-00971-8. eCollection 2020 Jun.
Indigenous patients experience a variety of healthcare challenges including accessing and receiving needed healthcare services, as well as experiencing disproportionate amounts of bias and discrimination within the healthcare system. In an effort to improve patient-provider interactions and reduce bias towards Indigenous patients, a curriculum was developed to improve first-year medical students' Indigenous health knowledge.
Two cohorts of students were assessed for their Indigenous health knowledge, cultural intelligence, ethnocultural empathy, and social justice beliefs before the lecture series, directly after, and 6 months later.
Results of paired test analysis revealed that Indigenous health knowledge significantly improved after the training and 6 months later. Some improvements were noted in the areas of cultural intelligence and ethnocultural empathy in the second cohort.
It is feasible to teach and improve Indigenous-specific health knowledge of medical students using a brief intervention of lectures. However, other critical components of culturally appropriate care including social justice beliefs and actions, ethnocultural empathy, and cultural humility may require increased and immersed cultural training.
原住民患者面临各种医疗保健挑战，包括获得所需的医疗服务，以及在医疗系统中遭受不成比例的偏见和歧视。为了改善医患互动并减少对原住民患者的偏见，开发了一门课程以提高一年级医学生的原住民健康知识。
在系列讲座之前、讲座刚结束后以及6个月后，对两组学生的原住民健康知识、文化智力、民族文化同理心和社会正义信念进行评估。
配对t检验分析结果显示，培训后以及6个月后，原住民健康知识有显著提高。在第二组学生中，文化智力和民族文化同理心方面有一些改善。
通过简短的讲座干预来教授和提高医学生特定于原住民的健康知识是可行的。然而，文化适宜护理的其他关键要素，包括社会正义信念和行动、民族文化同理心以及文化谦逊，可能需要加强和深入的文化培训。
