Doris Abrishami, EdD, R.T.(R), is director and associate professor for the radiologic sciences program at California State University, Northridge. She currently serves as president-elect for the California Society of Radiologic Technologists, which she has been actively involved with for the past 15 years.
Radiol Technol. 2023 Mar;94(4):247-258.
To determine if radiography students' classroom knowledge transformed into skills and positive attitudes about cultural competency, and to determine whether students were sensitive, empathetic, and culturally competent toward their patients while conducting radiographic procedures.
The first stage of the research focused on giving the Jefferson Scale of Empathy (JSE) survey to a group of 24 first-year, 19 second-year, and 27 third-year radiography students. The first-year students were given the survey once before the start of their program in the fall and once after the fall semester. The second- and third-year students were given the survey once during the fall semester. The main method of this study was a qualitative approach. Nine students then were interviewed, and 4 faculty members participated in a focus group.
Two students indicated the cultural competency education adequately provided them with pertinent information about this subject. Most students indicated that there should be more education in the form of discussions and case studies or a new course specifically dedicated to cultural competency. The JSE survey average score for first-year students before the start of their program was 108.7 points on a 120-point scale, and the average score for first-year students after the first semester was 113.4 points. The average score for second-year students was 113.5 points, and the third-year students' average JSE score was 110.6 points.
The results from student interviews and faculty focus groups indicated that students learned the importance of cultural competency. However, students and faculty recognized the need for more lectures, discussions, and courses specific to cultural competency in the curriculum. Students and faculty members acknowledged the existence of a diverse patient population and the crucial need to be sensitive toward different cultures, beliefs, and value systems in society. Students in this program were aware of the importance of cultural competency but also thought they needed more reminders throughout the program to stay current on this concept.
Education programs might be able to provide the knowledge and information on cultural competency through lectures, courses, discussions, and hands-on practices, but students' backgrounds, life experiences, and their willingness to learn might ultimately determine the efficacy of their cultural competency.
确定放射学专业学生的课堂知识是否转化为文化能力方面的技能和积极态度，以及学生在进行放射学操作时，是否对患者敏感、有同理心且具备文化能力。
研究的第一阶段侧重于向 24 名一年级、19 名二年级和 27 名三年级放射学学生发放杰斐逊同理心量表（JSE）调查。一年级学生在秋季学期开始前接受一次调查，秋季学期结束后接受一次调查。二、三年级学生在秋季学期接受一次调查。本研究的主要方法是定性方法。随后对 9 名学生进行了访谈，4 名教师参加了焦点小组。
有 2 名学生表示，文化能力教育充分为他们提供了有关这一主题的相关信息。大多数学生表示，应该以讨论和案例研究或专门针对文化能力的新课程的形式提供更多教育。一年级学生在开始课程前的 JSE 调查平均得分为 120 分制中的 108.7 分，第一学期后平均得分为 113.4 分。二年级学生的平均得分为 113.5 分，三年级学生的 JSE 平均得分为 110.6 分。
学生访谈和教师焦点小组的结果表明，学生了解了文化能力的重要性。然而，学生和教师都认识到需要在课程中增加更多有关文化能力的讲座、讨论和课程。学生和教师承认存在多样化的患者群体，并且在社会中需要对不同的文化、信仰和价值观体系保持敏感。该课程的学生意识到文化能力的重要性，但也认为他们需要在整个课程中得到更多提醒，以保持对这一概念的关注。
教育计划可以通过讲座、课程、讨论和实践练习提供文化能力方面的知识和信息，但学生的背景、生活经历和学习意愿最终可能决定他们文化能力的有效性。
