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Multicultural issues in medical curriculum: implications for Canadian physicians

U Chugh1, E Dillmann, S M Kurtz

  • 1Office of Continuing Medical Education, Faculty of Medicine, University of Calgary.

Medical Teacher
|January 1, 1993
PubMed
Summary

This study highlights multicultural healthcare barriers faced by ethnic patients and physicians in Canada. Findings informed the development of simulated patients to enhance medical education on cultural competency.

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Area of Science:

  • Medical Education
  • Cultural Competency in Healthcare
  • Health Disparities

Background:

  • Multiculturalism presents unique challenges in healthcare delivery.
  • Understanding patient and physician perspectives is crucial for effective medical education.
  • The University of Calgary's Faculty of Medicine sought to address gaps in multicultural health education.

Purpose of the Study:

  • To explore multicultural issues in medical education.
  • To identify barriers to healthcare satisfaction, diagnosis, and treatment for ethnic patients.
  • To inform curriculum development for undergraduate and residency programs.

Main Methods:

  • Descriptive study utilizing qualitative data.
  • Face-to-face interviews with 21 ethnic patients regarding healthcare experiences.

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  • Telephone interviews with 10 primary care physicians on challenges with immigrant patients.

    • Main Results:

    • Identified shared barriers: language, attitudes toward medical technology/treatment.
    • Physician-specific barriers: patients' belief in traditional practices.
    • Patient-specific barriers: perceived racial discrimination.
    • Developed simulated patients based on interview data for educational purposes.

    Conclusions:

    • Local data on multicultural health issues can effectively inform medical curriculum development.
    • Simulated patients are a valuable tool for teaching cultural competency in medicine.
    • Addressing identified barriers can improve healthcare experiences for diverse populations.