Culture Matters: Innovative Strategies for Quality Care

描述（由申请人提供）： 背景：健康差距是由社会和制度等多种因素造成的。 根源之一是正规医疗课程对健康差异疾病缺乏关注，以及缺乏对医生的技能和知识培训，以提高文化能力。 假设：课程改革包括评估和修订当前的课程内容，并进行培训，以提高文化能力方面的技能和知识，这将改善医疗保健提供者对健康差异人群中的心血管疾病、中风、镰状细胞病、哮喘和睡眠障碍的认识和态度。干预/过程：这笔赠款的资金将提供资源：1。确定课程机会和差距，以整合文化能力和健康差异教育 2.制定与培训级别（从临床前学生到医生级别）相关的课程目标，突出跨文化能力知识、态度、技能、独特的人群特定问题以及与所研究疾病主题相关的不同临床表现或健康差异。 3.修改课程，制定新的教学战略，以弥补差距4.实施新的和修改的教学策略5.评估新的和修改的课程6.制定传播计划7.向医学教育团体（医学院、研究生医学教育和继续教育团体）传播课程评估传播计划并分析计划的有效性。 评估：结果将通过评估测试前后对与目标疾病相关的健康差异的知识，学习者制定概念图的能力来衡量，该概念图概述了一项全面战略，以描述疾病和文化背景之间的相互关系;使用标准化患者练习提供医疗保健的技能;教师和学生对文化能力课程的态度以及学习者和教育者的定性反馈。

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.