Surmounting the unique challenges in health disparities education: a multi-institution qualitative study.
Surmounting the unique challenges in health disparities education: a multi-institution qualitative study.
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克服健康差异教育的独特挑战：多机构定性研究。
DOI：
10.1007/s11606-010-1269-1
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发表时间：
2010
影响因子：
5.7
通讯作者：
NationalConsortiumforMulticulturalEducationforHealthProfessionals
中科院分区：
文献类型：
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作者：
Carter-Pokras,Olivia;Bereknyei,Sylvia;Lie,Desiree;Braddock3rd,ClarenceH;NationalConsortiumforMulticulturalEducationforHealthProfessionals
背景国家卫生专业人员多元文化教育联盟（联盟）由代表18所美国医学院的教育工作者组成，由美国国立卫生研究院资助。集体的经验教训，从课程实施的主要研究者（PI）有可能指导类似的教育efforts. DESCRIPTION联盟PI的自我报告的挑战与课程开发，解决方案和他们的新curriculalproducts.MethodsInformation收集PI超过2个月使用53个问题结构化的三部分问卷。调查问卷涉及PI人口统计，课程实施的挑战和解决方案，以及新创建的课程产品。研究参与者为18名联盟PI。定量数据采用描述性分析。叙述反应进行了分析和解释使用定性主题coding.ResultsResponse率为100%。PI确定的共同障碍和挑战是：寻找行政和领导支持，保持势头，继续资助，寻找课程空间，访问和参与社区，以及缺乏教育研究方法技能。确定的解决方案包括让利益相关者参与，在学校之间分享项目，在委员会和社区中宣传和积极参与，以及寻求可持续的资金。所有联盟PI报告新的课程产品和广泛的传播努力以外的自己institutions.ConclusionThe联盟模型增加了课程创新和传播文化能力教育，以解决健康差距的好处。吸取的经验教训可能适用于其他教育创新工作。
BackgroundThe National Consortium for Multicultural Education for Health Professionals (Consortium) comprises educators representing 18 US medical schools, funded by the National Institutes of Health. Collective lessons learned from curriculum implementation by principal investigators (PIs) have the potential to guide similar educational endeavors.ObjectiveDescribe Consortium PI’s self-reported challenges with curricular development, solutions and their new curricular products.MethodsInformation was collected from PIs over 2 months using a 53-question structured three-part questionnaire. The questionnaire addressed PI demographics, curriculum implementation challenges and solutions, and newly created curricular products. Study participants were 18 Consortium PIs. Descriptive analysis was used for quantitative data. Narrative responses were analyzed and interpreted using qualitative thematic coding.ResultsResponse rate was 100%. Common barriers and challenges identified by PIs were: finding administrative and leadership support, sustaining the momentum, continued funding, finding curricular space, accessing and engaging communities, and lack of education research methodology skills. Solutions identified included engaging stakeholders, project-sharing across schools, advocacy and active participation in committees and community, and seeking sustainable funding. All Consortium PIs reported new curricular products and extensive dissemination efforts outside their own institutions.ConclusionThe Consortium model has added benefits for curricular innovation and dissemination for cultural competence education to address health disparities. Lessons learned may be applicable to other educational innovation efforts.