Bridging the Gap: A Patient-Centered Curriculum for Cultural Competence

描述(由申请人提供)： 与美国一样，健康差距削弱了西得克萨斯州和德克萨斯-墨西哥边境多元文化人口的健康和福祉。提高保健提供者的文化能力对于跨越保健鸿沟的断层线至关重要，这里仅举几例：亲和力和文化适应；社会经济地位；健康信仰体系；语言和跨文化交流；以及提供者技能。由德克萨斯理工大学健康科学中心医学院(TTUHSC-SOM)提出的以患者为中心的文化能力课程(TTUHSC-SOM)将开发和实施课程活动和培训计划，以提高医学生、住院医生、教职员工和社区医生以及医疗保健专业人员的文化能力，以更好地满足西得克萨斯州和边境人口的需求和健康结果。德克萨斯理工大学文化能力课程的具体目标是：(1)开发和实施以患者为中心的社区文化能力课程；(2)通过新的文化能力学院发展和继续医学教育计划，提高西德克萨斯州教师、执业医生和相关学科的文化能力；以及(3)通过文化能力教育网络和网站、两个衡量医学教育文化能力的研讨会和项目出版物，向西德克萨斯州人、NHBLI协调中心和国家医学教育社区传播课程活动、项目评估报告和奖学金。跨学科的健康 差异项目团队将开发针对心血管、肺部、血液和睡眠障碍的课程活动，这些疾病在我们地区存在已知的健康差异-高血压、哮喘、镰状细胞性贫血和肥胖/睡眠障碍。健康差距咨询委员会将帮助将这一课程固定在关于健康差距的新知识上，使其远离文化上有能力的护理的最终仲裁者、患者和社区。这一课程将被纳入TTUHSCSOM 30年来的第一个本科课程。该课程以四年中的各种学习练习为特色，例如在社区中记录患者的生活史，学习医学西班牙语，充当患者导航员，以及分析文化不匹配或健康不平等的案例。计划了一项密集的项目评估方案。(摘要结束)

DESCRIPTION (provided by applicant): As in the nation, health disparities undercut the health and well-being of the multicultural populations of West Texas and the Texas-Mexico Border. Improving the cultural competence of health care providers is critical for spanning the fault lines of the health care divide: enthnicity and acculturation; socioeconomic status; health belief systems; language and intercultural communication; and provider skills, to name but a few. The Patient-Centered Cultural Competence Curriculum proposed by the Texas Tech Univeristy Health Sciences Center School of Medicine (TTUHSC-SOM) will develop and implement curricular activities and training programs to enhance the cultural competence of medical students, residents, faculty and community physicians, and health care professionals to better address the needs and health outcomes of the West Texas and Border populations. The specific aims of the Texas Tech Cultural Competence Curriculum are to: (1) to develop and implement a patient-centered community-based Cultural Competence Curriculum; (2) to improve the cultural competence of faculty, practicing physicians, and allied disciplines in West Texas through a new Cultural Competence Faculty Development and Continuing Medical Education Program; and (3) to disseminate curricular activities, project evaluation reports, and scholarship on the impact of the Cultural Competence Curriculum to West Texans, the NHBLI Coordinating Centers, and the national medical education community through a Cultural Competence Education Network and website, two symposia on Measuring Cultural Competence in Medical Education, and Project publications. An interdisciplinary Health Disparities Project Team will develop curricular activities targeting cardiovascular, pulmonary, hematological, and sleep disorders with known health disparities in our region-hypertension, asthma, sickle cell anemia, and obesity/sleep disorders. A Health Disparities Advisory Board will help anchor this curriculum to new knowledge about health disparities from the ultimate arbiters of culturally competent care, the patients and the community. This Curriculum will be embedded in the first new undergraduate program at the TTUHSCSOM in 30 years. The Curriculum features a variety of learning exercises in all 4 years, such as taking patient life histories in the community, learning medical Spanish, serving as patient navigators, and analyzing cases of cultural mismatch or health inequities. An intensive Project evaluation program is planned. (End of Abstract)