A Longitudinal CRASH-Course in Cultural Competence

描述（由申请人提供）： 这项拟议工作的目的是开发课程和培训计划，以提高从早期医学院，通过居住，并进入不同的实践环境的临床医生的文化能力。这项工作建立在调查员在开发文化能力速成课程方面的经验之上，该课程已在美国各地用于培训卫生专业人员和医疗管理人员。CRASH是一个助记符，代表文化，尊重，评估/肯定，敏感性/自我意识和谦卑。具体目标包括： 1. 向“真实的专家”学习，社区，病人，和他们的家人，通过进行调查和焦点小组，以确定具体的文化能力，他们在与医生和其他医疗保健专业人员的互动中遇到的缺陷。 这一投入将得到各种国家专家小组投入的补充。 2. 创建一个纵向系列的增强医学教育计划，从医学院的第一年，通过居住到不同社区的终身实践，以帮助学员成为在多元文化实践环境的不同范围的文化能力。 3. 创建一个平衡的课程，以实现知识，态度，技能和行为的变化。 我们的课程的三个维度是课堂（教学法，讨论和案例研究），临床技能实验室（文化欧安组织和标准化的患者接触）和不同的临床培训地点。 4. 成为全国领先的资源，为文化能力培训材料和有关非洲裔美国人社区的方案，并以黑人白人的“种族能力”。 5. 建立评估和评价工具到课程的每一个组成部分，既要创建有效的工具来衡量文化能力，以及评估我们的培训干预措施的有效性。 6. 通过演示、研讨会、同行评审出版物和基于网络的产品（如存档培训工具、基于网络的教程等）广泛传播这些计划、培训工具和资源。

DESCRIPTION (provided by applicant): The purpose of this proposed work is to develop curricula and training programs to enhance the cultural competence of clinicians from early medical school, through residency, and into diverse practice settings. This work builds on the investigator's experience in developing the CRASH-course in cultural competency, which has been used across the U.S. to train health professionals and medical administrators. CRASH is a mnemonic that stands for Culture, Respect, Assessment / Affirmation, Sensitivity / Self-Awareness, and Humility. Specific Aims include the following: 1. To learn from "the real experts", i.e., the community, patients, and their families, by conducting surveys and focus groups to identify specific deficits in cultural competency that they have encountered in their interactions with physicians and other health care professionals. This input will be supplemented with input from a diverse group of national experts. 2. To create a longitudinal series of enhancements to the medical education program from the first year of medical school through residency to lifelong practice in diverse communities to help trainees to become culturally competent in a diverse range of multi-cultural practice settings. 3. To create a balanced curriculum to achieve change in knowledge, attitudes, skills, and behaviors. The three dimensions of our curriculum are the classroom (didactics, discussions, and case studies), the clinical skills lab (cultural OSCE's and standardized patient encounters), and diverse clinical training sites. 4. To become the nation's leading resource for cultural competency training materials and programs related to the African-American community, and to black-white "racial competence". 5. To build assessment and evaluation tools into every component of the curriculum, both to create validated instruments for measuring cultural competence, as well as to evaluate the effectiveness of our training interventions. 6. To disseminate these programs, training tools, and resources widely through presentations, workshops, peer-reviewed publication, and web-based products such as archived training tools, web-based tutorials, etc.