Oudbier Janique, Boerboom Tobias, Peerdeman Saskia, Suurmond Jeanine
Department of Public and Occupational Health, Amsterdam UMC, Location University of Amsterdam, Amsterdam, the Netherlands.
Department of Veterinary Medicine, University of Utrecht, Utrecht, the Netherlands.
BMC Med Educ. 2025 Mar 31;25(1):464. doi: 10.1186/s12909-025-06897-2.
Community-based education places students' education in a community context and exposes students to patients' social and environmental circumstances. Studies that evaluate the effectiveness of community-based education on bias awareness regarding migrants are limited. This study answered the following questions: (1) How do students' knowledge, attitude, and skills regarding their cultural competencies, including ethnocultural empathy and implicit biases, change during community-based implicit bias education? (2) What is the perception of students towards this type of education?
This single site case study used a pre-survey and post-survey consisting of the psychometric instrument Implicit Association Test and the questionnaire Scale of Ethnocultural Empathy as quantitative methods. These were combined with focus group interviews and qualitative analysis of reflection reports as qualitative methods. This study was conducted amongst third-year students of the bachelor of medicine at a medical faculty in the Netherlands. Thirty-five students completed the pre-survey and twenty-one students completed the post-survey. Thirty-eight students gave consent to analyze their reflection report. Twenty-three students took part in the group interviews.
The quantitative analysis showed that the students' scores on the ethnocultural empathy scale decreased. The biases for skin color and ethnicity reduced after the educational intervention based on the Implicit Association Test. The qualitative analysis showed that community-based implicit bias education increased students' knowledge about the network of non-profit governmental organizations in the domain of migrant health in the Netherlands, the needs of migrants, and the barriers migrants face in the healthcare system. Students' self-reported attitudes changed after the educational intervention, since their awareness increased of, for instance, the factors that play a role in migrant healthcare and the differences in epidemiology between patients with and without a migration background.
Not applicable.
基于社区的教育将学生的教育置于社区背景中，使学生了解患者的社会和环境情况。评估基于社区的教育对移民偏见意识有效性的研究有限。本研究回答了以下问题：（1）在基于社区的内隐偏见教育过程中，学生在文化能力方面的知识、态度和技能，包括民族文化同理心和内隐偏见是如何变化的？（2）学生对这类教育的看法是什么？
本单中心案例研究采用了预调查和后调查，其中包括心理测量工具内隐联想测验和民族文化同理心量表问卷作为定量方法。这些方法与焦点小组访谈和反思报告的定性分析相结合作为定性方法。本研究在荷兰一所医学院的医学专业三年级学生中进行。35名学生完成了预调查，21名学生完成了后调查。38名学生同意分析他们的反思报告。23名学生参加了小组访谈。
定量分析表明，学生在民族文化同理心量表上的得分有所下降。基于内隐联想测验的教育干预后，对肤色和种族的偏见有所减少。定性分析表明，基于社区的内隐偏见教育增加了学生对荷兰移民健康领域非营利性政府组织网络、移民需求以及移民在医疗系统中面临的障碍的了解。教育干预后，学生自我报告的态度发生了变化，因为他们对例如在移民医疗中起作用的因素以及有和没有移民背景的患者在流行病学上的差异的认识有所提高。
不适用。
