Identifying Gaps in the Cultural Competence/Sensitivity Components of an Undergraduate Medical School Curriculum: A Needs Assessment

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• 作者：Sana Loue ; Amy Wilson-Delfosse ; Kristen Limbach
• 关键词：Cultural competence ; Cultural humility ; Cultural sensitivity ; Diversity ; Health care disparities ; Medical education
• 刊名：Journal of Immigrant and Minority Health
• 出版年：2015
• 出版时间：October 2015
• 年：2015
• 卷：17
• 期：5
• 页码：1412-1419
• 全文大小：675 KB
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• 作者单位：Sana Loue (1)
  Amy Wilson-Delfosse (2)
  Kristen Limbach (3)
  
  1. Department of Bioethics, Faculty Development and Diversity, Case Western Reserve University School of Medicine, 10900 Euclid Avenue, Cleveland, OH, 44106, USA
  2. Department of Pharmacology, Case Western Reserve University School of Medicine, 10900 Euclid Avenue, Cleveland, OH, 44106, USA
  3. Case Western Reserve University School of Medicine, 10900 Euclid Avenue, Cleveland, OH, 44106, USA
  
• 刊物主题：Public Health; Sociology, general; Private International Law, International & Foreign Law, Comparative Law;
• 出版者：Springer US
• ISSN：1557-1920

文摘

Physicians and other health care workers are increasingly being called upon to bridge the cultural differences that may exist between themselves and their patients. Adequate cross-cultural education is essential if existing health care disparities are to be reduced. We conducted a needs assessment to identify gaps in the cultural competence/sensitivity components of the undergraduate medical school curriculum at Case Western Reserve University School of Medicine. The 2011 study was designed (1) to assess how first and second year medical school students perceive the adequacy of the medical school curriculum with respect to issues of diversity and (2) the extent to which first and second year medical students believe that an understanding of issues relating to patient culture are important to the provision of effective patient care. Student perspectives were assessed through a web-based anonymous survey of all first year (n = 167) and all second year (n = 166) medical school students, two focus groups (total n = 14) and a Problem-based Case Inquiry Group exercise (n = 6), both with second year students. A substantial proportion of participating first and second year medical students do not believe that self-reflection regarding one’s own cultural biases is important to one’s performance as a physician, do not view an understanding of diverse patient cultural beliefs as important or very important in the provision of effective patient care, and are uncomfortable with and unsure about how to approach culture-related issues arising in patient care. The inclusion of specified elements—increased contact with diverse patients, more comprehensive resources, increased opportunities to practice communication skills and engage in self-reflection—may be critical to heighten student awareness of and comfort in interacting with diverse populations. Our findings are relevant to the development of medical school curricula designed to improve physician understanding of and responsiveness to diverse patient populations and efforts to reduce health disparities. Keywords Cultural competence Cultural humility Cultural sensitivity Diversity Health care disparities Medical education