全球卫生教育更新:通过持续改进方法实施跨文化虚拟选修课程
Taseen Alam1, Aarohi Mahableshwarkar1, Nora Lenhard1
1Case Western Reserve University School of Medicine, Cleveland, USA.
Medical science educator
|January 8, 2024
概括
虚拟全球健康教育提高了美国学生对秘鲁医疗保健系统的理解和文化敏感度. 挑战包括日程安排和语言障碍,突出了减少工作量和双语教学需求.
科学领域:
- 全球卫生教育全球卫生教育
- 医疗培训 医学培训
- 跨文化沟通跨文化沟通
背景情况:
- 虚拟平台增强全球卫生 (GH) 教育和跨文化理解.
- 克利夫兰-库斯科连接 (CCC) 是一个虚拟的GH选修课,将美国和秘鲁的医学院联系起来.
- 在2020-2023年期间,CCC促进了关于医疗保健系统,文化和护理障碍的双向学习.
研究的目的:
- 评估三年来CCC虚拟GH选修课程的结果,障碍和演变.
- 评估虚拟选修课对学生国际医疗保健系统知识和文化敏感性的影响.
- 确定虚拟跨文化医学教育需要改进的领域.
主要方法:
- 对参与的学生进行母语的选前和选后调查.
- 评估了非母语语言技能,卫生系统知识和文化敏感性的自我报告变化.
- 使用非参数统计分析来确定调查答复的趋势.
主要成果:
- 92名学生参加了三个学年.
- 美国学生在了解秘鲁的医疗保健和医学教育系统方面表现出统计学上显著的增长 (p=0.013).
- 美国学生报告文化敏感度显著改善,特别是在知识 (p=0.035) 和动机 (p=0.031) 中.
- 关键的挑战包括竞争的课程,安排冲突和语言障碍.
结论:
- 虚拟跨文化选修课有效增强学员对国际医疗保健系统的知识,提高文化敏感度.
- 增强虚拟GH选修课程的策略包括减少工作量,改善伙伴国家参与,以及双语教学.
- CCC模型为开发有效的虚拟全球健康教育计划提供了宝贵的见解.
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