Assessing students' socio-cultural knowledge frameworks through concept.
Assessing students' socio-cultural knowledge frameworks through concept.
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通过概念评估学生的社会文化知识框架。
DOI：
10.1111/j.1365-2923.2008.03214.x
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发表时间：
2008
影响因子：
6
通讯作者：
Coulter,YvetteZ
中科院分区：
文献类型：
--
作者：
Adler,ShelleyR;Wilson,Elisabeth;Coulter,YvetteZ
Optimising doctor-patient communication and ensuring that all people receive quality health care requires that doctors understand the influence of social contexts and cultural backgrounds on patients’ health beliefs and behaviours. Cross-cultural curricula have often taken a categorical and potentially stereotypical approach to cultural awareness, one that embeds patients within static ‘cultures.’Although the notion that members of discrete groups uniformly behave in distinctive ways is an unproductive and potentially dangerous oversimplification, an understanding of the range of variations in cultural beliefs can be helpful in the clinical encounter. Rather than memorising social or cultural ‘facts,’students should be aware of the points of variance across a spectrum of socio-cultural contexts.
