2024 Scholars' Research Symposium Abstract: Developing Program Infrastructure for Effective Intercultural Patient Care Education at the University of South Dakota Sanford School of Medicine.

INTRODUCTION

Patient health outcomes are significantly influenced by social and cultural factors. Preparing future physicians to understand these factors during their medical education provides an opportunity to improve patient health outcomes. Diverse patient care education is required by the Liaison Committee on Medical Education, but there is not a universally recommended method on how to achieve this. Surveying the recipient stakeholders, the medical students, provides a unique lens through which to evaluate the intercultural patient care education at the University of South Dakota Sanford School of Medicine (USD-SSOM) as well as a framework for improving its future implementations.

METHODS

A 29-question mixed methods survey was created to explore topics relevant to intercultural patient care education at USD-SSOM including endorsement, satisfaction, and self-reported outcomes, among other variables. The survey was sent to all students at the USD-SSOM via email from the period of 8/11/2022-9/9/2022. A Likert scale format was utilized for the majority of questions ranging from strongly disagree (1), disagree (2), neutral (3), agree (4), to strongly agree (5). Correlational analysis and t-test analysis were used to analyze the data.

RESULTS

92 of the 109 initial respondents from a student body of approximately 280 were determined eligible based on the completion of at least one full question block. Respondent demographic data generally resembled that of the student body with a slight majority female and large majority white. Responses revealed a strong general endorsement of intercultural patient care education contrasted with a varied satisfaction level for the education received which trended towards neutral overall. Female and non-white respondents had lower levels of satisfaction when compared to their counterpart groups. Self-reported outcomes trended positive by year in medical school. Respondents identified an adequate level of understanding regarding intercultural patient care topics relating to rural health disparities in South Dakota. Students identified topics of interest including the role of Indian Health Service within Native American healthcare and resources for underserved patients in South Dakota (SD). Respondents identified the ideal intercultural patient care education format as a required, in-person course, offered longitudinally, and in a clinical or community setting with methods which emphasize clinical or community involvement.

CONCLUSIONS

Survey data supported that USD-SSOM students strongly endorse the concept of intercultural patient care education. Student satisfaction for currently implemented programming varies significantly, especially with female and non-white respondents. This result highlights the complexity of providing effective, intercultural patient care education to all recipients. Self-reports revealed that senior students endorse the most positive outcomes when compared to underclassmen. It is difficult to determine if this finding results from accumulated intercultural patient care education or other accumulated experience. The survey provided evidence that USD-SSOM is addressing rural health disparities in its curriculum. Areas for improvement include addressing health care needs of other underserved populations in SD such as Native Americans. Preferred educational format did diverge somewhat from commonly utilized approaches in intercultural patient care with students expressing preference for a longitudinal format in a clinical or community setting. The needs identified in this survey could be addressed through several strategies including further incorporation of multicultural patient settings during the core clinical phase and the implementation of a concurrent public health curriculum.