Tekbaş Aysun, Mauntel Arian, Lehmann Thomas, Tautenhahn Hans-Michael, Settmacher Utz, Festl-Wietek Teresa, Herrmann-Werner Anne
Department of General, Visceral and Vascular Surgery, Jena University Hospital, Friedrich Schiller University Jena, Am Klinikum 1, Jena, 07747, Germany.
Interdisciplinary Center of Clinical Research, Medical Faculty Jena, Research Programme "Clinician Scientist Programme", Jena University Hospital, Friedrich Schiller University Jena, Salvador-Allende-Platz 29, Jena, 07747, Germany.
BMC Med Ethics. 2024 Dec 23;25(1):152. doi: 10.1186/s12910-024-01153-6.
Effective healthcare delivery in today's diverse society necessitates healthcare providers' adeptness in navigating cultural and religious nuances in patient care. However, the integration of cultural competence training into medical education remains inadequate, particularly concerning the care of Muslim patients. In response, we introduce a novel educational intervention aimed at enhancing intercultural proficiency among medical students, emphasizing care for Muslim patients.
The intervention comprised interactive seminars and simulated patient sessions. With a bespoke and the Cross-Cultural Competence of Healthcare Professionals (CCCHP-27) questionnaire the pre- and post-course intercultural competencies of n = 31 medical students of the Medical Faculty of Jena University were assessed. Additionally, there was a control group consisting of 34 students. Statistical analyses including descriptive statistics, paired samples t-tests, Wilcoxon tests, correlation analysis, Mann-Whitney U-tests, and multiple regression analysis were employed for data analysis.
Results of the bespoke questionnaire reveal significant improvements in intercultural knowledge (median pre 1.0 (0.6 - 1.6), median post 2.2 (2.4-2.8), p < 0.001) and in knowledge regarding Muslim patients (median pre 1.0 (0.5 - 1.5), median post 2.5 (2-3), p < 0.001) following the course. Regarding the CCCHP-27, students demonstrated a significant improvement in their skills, with pre-assessment score of 4.10 (± 0.47) and post-assessment score of 4.38 (± 0.40), p = 0.001. Female participants and those with limited prior experience demonstrated greater gains (p = 0.005 and p = 0.053). Notably, the incorporation of a session with a simulated patient garnered favorable feedback, affirming the efficacy of practical application in consolidating learning outcomes.
Our study emphasizes the importance of integrating intercultural competencies training into medical education and our findings underscore the efficacy of targeted educational interventions in enhancing intercultural competencies among medical students. For the assessment of intercultural competence, our bespoke questionnaire serves as a valuable addition to the German healthcare system.
Implementation of similar interventions into medical curricula nationwide is imperative to address the needs of diverse patient populations effectively.
在当今多元社会中，有效的医疗服务要求医疗服务提供者在患者护理中能够熟练应对文化和宗教方面的细微差别。然而，将文化能力培训纳入医学教育的工作仍显不足，尤其是在照顾穆斯林患者方面。对此，我们引入了一种新型教育干预措施，旨在提高医学生的跨文化能力，重点是对穆斯林患者的护理。
该干预措施包括互动研讨会和模拟患者诊疗环节。使用定制的《医疗保健专业人员跨文化能力问卷》（CCCHP - 27）对耶拿大学医学院的31名医学生在课程前后的跨文化能力进行评估。此外，还有一个由34名学生组成的对照组。数据分析采用了包括描述性统计、配对样本t检验、威尔科克森检验、相关分析、曼 - 惠特尼U检验和多元回归分析等统计方法。
定制问卷的结果显示，课程结束后，跨文化知识（课前中位数1.0（0.6 - 1.6），课后中位数2.2（2.4 - 2.8），p < 0.001）以及关于穆斯林患者的知识（课前中位数1.0（0.5 - 1.5），课后中位数2.5（2 - 3），p < 0.001）都有显著提高。关于CCCHP - 27问卷，学生们的技能有显著提升，预评估得分为4.10（±0.47），后评估得分为4.38（±0.40），p = 0.001。女性参与者和先前经验有限的参与者收获更大（p = 0.005和p = 0.053）。值得注意的是，模拟患者诊疗环节得到了积极反馈，证实了实际应用在巩固学习成果方面的有效性。
我们的研究强调了将跨文化能力培训纳入医学教育的重要性，我们的研究结果强调了针对性教育干预在提高医学生跨文化能力方面的有效性。对于跨文化能力的评估，我们定制的问卷是德国医疗保健系统的一项有价值的补充。
在全国范围内的医学课程中实施类似干预措施对于有效满足不同患者群体的需求至关重要。
