检查支持在健康科学研究生中培养文化能力的教学实践
Julie E Speer1, Quincy Conley2
1Teaching & Learning Center, A.T. Still University, 5835 E. Still Circle, Mesa, AZ, 85206, USA. juliespeer@atsu.edu.
BMC medical education
|February 9, 2024
概括
卫生科学中的文化能力 (CP) 培训非常多样化. 虽然临床轮换可能会减少隐性偏见,但需要综合,基于证据的培训来促进宣传和解决系统性健康差异.
科学领域:
- 医学教育 医学教育
- 健康 公平 卫生 公平
- 文化能力培训 培训文化能力培训
背景情况:
- 健康差异源于系统歧视和提供者偏见.
- 卫生科学项目正在为未来的专业人士实施文化能力 (CP) 培训.
- 对CP在课程和临床环境中的最佳整合尚不清楚.
研究的目的:
- 调查学生在健康科学方面的文化能力 (CP) 培训方面的经验.
- 探索CP培训如何随着学术进步而变化.
- 评估临床轮换对CP发展的影响.
主要方法:
- 在131名骨科医生健康科学学生中进行了一项混合方法调查.
- 利用已验证的工具,如隐含关联测试和民族文化同理心库存.
- 包括定制问题来评估CP培训,信念和经验.
主要成果:
- 73%的学生接受了CP培训,主要是通过讲座和讨论,持续时间和感知的有效性高度可变.
- 学生们重视CP和同情照顾,但往往缺乏对倡导和偏见的充分理解.
- 临床轮换显示了减少隐性偏差的潜力,但与更广泛的CP发展的临床前培训没有协同作用.
结论:
- 目前的CP培训缺乏标准化,可能无法充分配备未来的医疗保健专业人员.
- 基于证据的教学实践对于设计综合和整体的CP培训至关重要.
- 培训应该使学习者能够为患者辩护,并使用交叉镜头解决系统性健康挑战.
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