Álvarez-Cruces Debbie, Nocetti-de-la-Barra Alejandra, Mansilla-Sepúlveda Juan
Universidad de Concepción, Concepción, Chile. E-mail:
Universidad Católica de la Santísima Concepción, Concepción, Chile. E-mail:
Rev Cuid. 2025 May 1;16(2):e4435. doi: 10.15649/cuidarte.4435. eCollection 2025 May-Aug.
In Chile, the International Migrant Health Policy (PSMI in Spanish) mandates the inclusion of topics such as migration, interculturality, human rights, social determinants of health, and gender in higher education curricula. However, it is unknown whether this effectively happens.
To understand the materialization of the PSMI in health sciences curricula.
This interpretative/hermeneutic study included semi-structured interviews with program directors, academic faculty, clinical professors, and students. It also involved a document analysis across different health sciences degree programs at three regional universities in Chile. Data analysis included open, axial, and selective coding with ATLAS.ti version 24.
A total of 179 informants participated. Three main categories emerged: Health Institution Setting, University Institution Setting, and Degree Program Setting, each comprising facilitating or hindering subcategories for materializing policy materialization. The hermeneutic analysis made it possible to interrelate these subcategories, producing a semantic network to understand the phenomenon. Facilitators were scarce and isolated from the network core, while hindrances were more numerous, cohesive, and robust, reinforcing an ethnocentric model of professional education validated by ethnocentric healthcare practices in clinical settings.
The concept of "cultural blinders" is proposed in place of "cultural blindness" as there is awareness of the cultural influences on healthcare that are nonetheless not integrated.
Current curricula do not align with the PSMI. Coordinated policies between the Ministry of Education and the Ministry of Health are imperative to reverse the existing healthcare status quo.
在智利，国际移民健康政策（西班牙语为PSMI）要求在高等教育课程中纳入移民、跨文化性、人权、健康的社会决定因素以及性别等主题。然而，尚不清楚这是否切实得以实现。
了解国际移民健康政策在健康科学课程中的具体落实情况。
这项解释性/诠释性研究包括对项目主任、学术教员、临床教授和学生进行半结构化访谈。研究还涉及对智利三所地区大学不同健康科学学位项目的文件分析。数据分析包括使用ATLAS.ti 24版本进行开放式、轴心式和选择性编码。
共有179名受访者参与。出现了三个主要类别：卫生机构环境、大学机构环境和学位项目环境，每个类别都包含促进或阻碍政策落实的子类别。诠释性分析使这些子类别相互关联，形成了一个语义网络以理解该现象。促进因素稀少且与网络核心隔离，而阻碍因素则更多、更具凝聚力且更为强大，强化了一种以种族中心主义的临床医疗实践所验证的职业教育种族中心主义模式。
提出用“文化眼罩”概念取代“文化盲视”，因为人们已意识到文化对医疗保健的影响，但这些影响并未得到整合。
当前的课程与国际移民健康政策不一致。教育部和卫生部之间必须协调政策，以扭转现有的医疗保健现状。
