Culture Matters: Innovative Strategies for Quality Care

描述(由申请人提供)： 背景：健康差距是由各种社会和体制因素造成的。一个根源是在正规医学课程中缺乏对有健康差距的疾病的关注，以及缺乏对具有提高文化能力的技能和知识的医生的培训。 假设：课程改革包括对当前课程内容的评估和修订，以及提高技能和文化能力知识的培训，将改善卫生保健提供者在健康差距人群中关于心血管疾病、中风、镰状细胞疾病、哮喘和睡眠障碍的知识和态度。干预/过程：这笔赠款的资金将提供资源用于：1.确定课程机会和差距，将文化能力和健康差距教育结合起来；2.制定与培训水平(从临床前学生到医生水平)挂钩的课程目标，突出跨文化能力知识、态度、技能、独特的人口特定问题和与所研究的疾病主题相关的不同临床表现或健康差距。3.修改课程并制定新的教学策略以弥补差距4.实施新的和修改后的教学策略5.评估新的和修改后的课程6.制定传播计划7.向医学教育团体(医学院、医学研究生教育和继续教育团体)传播课程8.评价传播计划并分析方案的有效性。 评估：将通过评估测试前和测试后的成绩知识来衡量结果，这些知识包括：与目标疾病相关的健康差距的知识；学生制定概念图的能力，概述疾病与文化背景之间的关系的综合战略；使用标准化患者练习提供卫生保健的技能；教职员工和学生对文化能力课程的态度以及来自学习者和教育工作者的定性反馈。

DESCRIPTION (provided by applicant): Background: Health disparities result from a variety of factors, both societal and institutional. One root is the dearth of attention paid to illnesses with health disparities in formal medical curricula as well as the lack of training of physicians with skills and knowledge that would improve cultural competence. Hypothesis: Curricular reform that includes assessment and revision of current curricular content and training for improved skills and knowledge in cultural competence will result in improved knowledge and attitudes for health care providers regarding cardiovascular disease, stroke, sickle cell disease, asthma, and sleep disorders in populations with health disparities. Intervention/Process: Funding for this grant will provide resources to: 1. identify curricular opportunities and gaps to integrate cultural competency and health disparities education 2. develop curricular objectives linked to training level (from preclinical student to physician level) highlighting cross-cultural competency knowledge, attitudes, skills, unique population specific issues and different clinical manifestations or health disparities associated with the disease topics under study. 3. modify curriculum and develop new instructional strategies to address gaps 4. implement new and modified instructional strategies 5. evaluate new and modified curriculum 6. develop a dissemination plan 7. disseminate curriculum to medical education groups (medical schools, graduate medical education and continuing education groups) 8. evaluate dissemination plan and analyze program effectiveness. Evaluation: Results will be measured by evaluating pre and post test performance knowledge about the health disparities associated with target illnesses, learners' ability to develop concept maps outlining a comprehensive strategy to delineate the intercalations between illnesses and cultural context; skills in health care delivery using standardized patient exercises; faculty and student attitudes regarding the cultural competence curriculum and qualitative feedback from learners and educators.