Department of Anesthesiology, Perioperative, & Pain Medicine, Stanford University School of Medicine, Palo Alto, United States.
Division of Pediatric Psychology, Department of Pediatrics, C. S. Mott Children's Hospital, University of Michigan Health, Ann Arbor, United States.
J Pediatr Psychol. 2024 Sep 1;49(9):636-646. doi: 10.1093/jpepsy/jsae049.
Culture and diversity-related training is critical to the development of competent pediatric psychologists. Evaluation of training efforts have been conducted at the program level, yet evaluation of trainee experiences in culture and diversity-related training remains unassessed. This trainee-led study was the first formal assessment of pediatric psychology trainee experiences of culture and diversity-related training and the impact of training on their own cultural humility.
Study overview and a survey link was distributed across 2 listservs associated with the American Psychological Association (Division 53, Division 54) and sent directly to directors of graduate, internship, and fellowship training programs with a request to share with trainees. Surveys assessing integration of cultural training and trainee cultural humility were completed. Trainees also provided qualitative feedback regarding their multicultural training and development.
Pediatric psychology trainees (N = 90) reported inconsistent integration of culture and diversity topics into their training. Of the 34 training areas assessed, 10 were perceived as thoroughly integrated into formal training by at least half of the respondents. Trainees often sought independent cultural training outside of their programs, and no relationship was detected between perceived integration of cultural training and trainee cultural competence.
Results indicate room for improvement regarding integration of cultural training and a need to better understand driving forces behind trainees independently seeking training outside of their formal training programs. Moreover, understanding the aspects of training that are most contributory to trainee development is needed given that no relationship between training and development emerged in the current study.
文化和多样性相关培训对于培养有能力的儿科心理学家至关重要。已经在项目层面上对培训工作进行了评估，但对培训生在文化和多样性相关培训方面的经验评估仍未进行。这项由培训生主导的研究首次对儿科心理学培训生在文化和多样性相关培训方面的经验以及培训对他们自身文化谦逊的影响进行了正式评估。
研究概述和调查链接分发给与美国心理协会（第 53 分会、第 54 分会）相关的 2 个邮件列表，并直接发送给研究生、实习和研究员培训项目的主任，要求他们与培训生分享。完成了评估文化培训整合情况和培训生文化谦逊程度的调查。培训生还就他们的多元文化培训和发展提供了定性反馈。
儿科心理学培训生（N=90）报告称，他们的培训中文化和多样性主题的整合不一致。在所评估的 34 个培训领域中，有 10 个被至少一半的受访者认为已彻底纳入正式培训。培训生经常在他们的项目之外寻求独立的文化培训，而且没有发现文化培训的整合程度与培训生的文化能力之间存在关系。
结果表明，在文化培训的整合方面还有改进的空间，需要更好地了解培训生在其正式培训计划之外独立寻求培训的背后驱动力。此外，鉴于在当前研究中没有发现培训与发展之间的关系，因此需要了解培训的哪些方面对培训生的发展最有帮助。
