在本科医学培训中整合残疾和语言接入教育:农村医学院的课程映射研究
Lesley Cottrell1, Scott Cottrell2, Isabela Negrin3
1Department of Pediatrics, School of Medicine & Center for Excellence in Disabilities, West Virginia University, Morgantown, WV, USA.
Medical education online
|February 11, 2026
概括
医学院通过专门的课程时间整合了残疾和英语作为第二语言 (ESL) 能力. 发展性方法确保医生为多样化的患者群体提供公平的护理.
科学领域:
- 医学教育 医学教育
- 健康 公平 卫生 公平
- 文化能力 文化能力
背景情况:
- 本科医学课程越来越需要对残疾和英语作为第二语言 (ESL) 能力的培训.
- 有效的整合对于解决健康差异和为不同的患者群体提供服务至关重要.
研究的目的:
- 分析将残疾和ESL能力纳入四年制本科医学课程中的情况.
- 量化用于这些重要领域的教学时间.
主要方法:
- 在一个单一的,农村的,LCME认可的医学院使用了系统的课程映射.
- 对残疾人专用小时的定量分析 (约. 202) 和ESL (大约. 在所有四年中,共有177个主题.
主要成果:
- 障碍和ESL主题是纵向分布的,从基础概念开始,逐步推进到临床应用.
- 该课程强调健康的社会决定因素,文化谦卑,沟通策略和健康差异.
- 到最后一年,技能发展从核心概念发展到领导和宣传角色.
结论:
- 在医生培训中,对教学残疾和ESL能力的发展和综合方法至关重要.
- 在整个医学院内不断加强和应用对于培养具有文化能力的临床医生至关重要.
- 有效的课程设计可以改善患者的治疗结果,并促进不同人群的健康公平.
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