Cross-cultural medical education: Conceptual approaches and frameworks for evaluation
Cross-cultural medical education: Conceptual approaches and frameworks for evaluation
复制标题
DOI：
10.1097/00001888-200306000-00004
复制
发表时间：
2003-06-01
影响因子：
7.4
通讯作者：
Betancourt, JR
中科院分区：
文献类型：
--
作者：
Betancourt, JR
考虑到了解患者的健康价值观，信仰和行为背后的社会文化维度对成功的临床遇到至关重要，跨文化课程已被纳入本科医学教育。这些课程的目标是培养学生照顾来自不同社会和文化背景的患者，并认识到并适当解决医疗保健服务中的种族，文化和性别偏见。尽管跨文化医学教育领域取得了进展，但仍存在一些挑战。其中最重要的是需要制定战略，以评估这些课程干预措施的影响。本文提供了跨文化医学教育的概念方法，并描述了一个框架，学生评价的重点是战略，以评估态度，知识和技能，以及课程干预对健康结果的影响。
Given that understanding the sociocultural dimensions underlying a patient's health values, beliefs, and behaviors is critical to a successful clinical encounter, crosscultural curricula have been incorporated into undergraduate medical education. The goal of these curricula is to prepare students to care for patients from diverse social and cultural backgrounds, and to recognize and appropriately address racial, cultural, and gender biases in health care delivery. Despite progress in the field of cross-cultural medical education, several challenges exist. Foremost among these is the need to develop strategies to evaluate the impact of these curricular interventions. This article provides conceptual approaches for crosscultural medical education, and describes a framework for student evaluation that focuses on strategies to assess attitudes, knowledge, and skills, and the impact of curricular interventions on health outcomes.