Clinical teachers' perspectives on cultural competence in medical education
Clinical teachers' perspectives on cultural competence in medical education
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DOI：
10.1111/medu.12305
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发表时间：
2014-02-01
影响因子：
6
通讯作者：
Tseng, Scott Y. H.
中科院分区：
文献类型：
--
作者：
Lu, Peih-Ying;Tsai, Jer-Chia;Tseng, Scott Y. H.
全球化和移民不可避免地塑造了全球医学教育的目标和内容。医学教育家对随之而来的文化多样性做出了回应，他们提倡未来的医生在照顾病人时应该具备文化能力。作为一线临床教师发挥关键作用，在解释课程改革和实施显性和隐性课程，本研究调查了临床教师对文化能力培训的课程设计，教育的有效性和实施的障碍。MethodsThis study was based on interviews with clinical teachers from the university affiliated hospitals in Taiwan on the subject of cultural competence.这些数据被逐字转录并翻译成英文。访谈进行了分析，使用扎根理论，以确定和分类的关键themes.ResultsFive主题出现：（一）有一个明确的共识，即学生目前缺乏足够的文化能力;（二）教师同意，增加接触文化多样性提高学生的文化理解;（iii）普遍认为目前的课程设计不足，并认为在整个课程中拨出空间培养文化能力是值得的;（iv）提出了不同的绩效评估方法;（v）教学和评估文化能力的主要障碍被认为是缺乏共同商定的目标，低优先级给予它在一个超负荷的课程和教师的文化capability. ConclusionsElicating的主要供应商的观点是课程创新和改革的第一步。这项研究表明，临床教师承认需要在文化能力的显性和隐性培训，但需要进一步讨论这种培训的总体目标，分配给它的时间和如何评估，以及全系的发展计划，解决教学需求。
ContextGlobalisation and migration have inevitably shaped the objectives and content of medical education worldwide. Medical educators have responded to the consequent cultural diversity by advocating that future doctors should be culturally competent in caring for patients. As frontline clinical teachers play a key role in interpreting curriculum innovations and implementing both explicit and hidden curricula, this study investigated clinical teachers' attitudes towards cultural competence training in terms of curriculum design, educational effectiveness and barriers to implementation.MethodsThis study was based on interviews with clinical teachers from university-affiliated hospitals in Taiwan on the subject of cultural competence. The data were transcribed verbatim and translated into English. The interviews were analysed using grounded theory to identify and categorise key themes.ResultsFive main themes emerged: (i) there was a clear consensus that students currently lack sufficient cultural competence; (ii) the teachers agreed that increased exposure to cultural diversity improved students' cultural understanding; (iii) present curriculum design was generally agreed to be inadequate, and it was argued that devoting space to developing cultural competence across the curriculum would be a worthwhile endeavour; (iv) different methods of performance assessment were proposed; and (v) the main obstacles to teaching and assessing cultural competence were perceived to be a lack of commonly agreed goals, the low priority accorded to it in an overloaded curriculum and the inadequacy of teachers' cultural competence.ConclusionsEliciting the viewpoints of the key providers is a first step in curriculum innovation and reform. This study demonstrates that clinical teachers acknowledge the need for explicit and implicit training in cultural competence, but there needs to be further debate about the overall goals of such training, the time allotted to it and how it should be assessed, as well as a faculty-wide development programme addressing pedagogical needs.Discuss ideas arising from the article at discuss'