Medical Training in Diversity: Disparity Across Cultures

描述(由申请人提供)： 许多关于文化能力课程的文献都集中在内容上，关于 体验式(边做边学)教学模式。同样，很少有课程解决卫生工作人员多样性不足与卫生差距之间的联系。这项提议将在这两个领域做出重大贡献。根据候选人的过往记录，这一学术奖项将支持她继续发展基于体验式学习理论的文化能力教学新模式。候选人将与其他K07获奖者合作，利用现有的课程内容。具体目标是(1)开发和测试新的体验式教学模式，用于教授教师、医学生、住院医生和社区医生的文化能力；(2)在根据该建议开发的体验式模式中部署现有的课程内容(来自其他K07获奖者和文献)；以及(3)作为教师、住院医生和继续医学教育培训实践管理模块的一部分，为劳动力多样化战略的教学理论和实际应用开发课程内容。该提案将为学术和社区环境中的文化能力教学开发和测试至少四种新的经验模式方法：(1)虚拟病人多样化案例DVD系列；(2)社区沉浸式会议；(3)以病人为教师的形式；(4)多样化学习小组。形成性和终结性评估将寻求对计划目标、教学方法和内容的反馈。成果评价将以过程和成果衡量标准为基础。制度化将在两条平行的轨道上进行，旨在促进系统性变革：(1)“多样性执行理事会”将提供一个论坛，协调 大学和医疗保健部门；和(2)级联的教员发展(培训培训者)战略，将为系级跨文化培训培养教员“冠军”。该提案旨在最大限度地影响和缓解加班带来的差异。(摘要结束)

DESCRIPTION (provided by applicant): Much literature on cultural competence curricula is focused on content, with limited evidence on experiential (learning by doing) instructional models. Likewise, there are few examples of curricula that address the connection between inadequate health workforce diversity and health disparities. This proposal will make a significant contribution in both areas. Building upon the candidate's track record, this Academic Award will support her continued development of new instructional models for teaching cultural competence based on experiential learning theory. The candidate will draw on existing curricular content in collaboration with other K07 awardees. The Specific Aims are (1) to develop and test new experiential instructional models for teaching cultural competence to faculty, medical students, residents, and community physicians; (2) to deploy existing curricular content (from other K07 awardees and the literature) in the experiential models developed under this proposal; and (3) to develop curricular content for teaching rationale and practical application of workforce diversity strategies as part of practice management modules in faculty, resident, and CME training. The proposal will develop and test at least four new experiential model approaches for cultural competence teaching in academic and community settings: (1) a Virtual Patient-Diversity Case DVD Series; (2) Community Immersion Sessions; (3) Patients as Teachers Formats; and (4) Diversity Learning Teams. Formative and summative evaluation will seek feedback on program aims, teaching methods, and content. Outcome evaluation will be based on process and outcome measures. Institutionalization will occur on two parallel tracks designed to spawn systemic change: (1) a "Diversity Executive Council" will provide a forum for coordinating policy between the University and the health care sector; and (2) a cascading faculty development (train-the-trainer) strategy that will create faculty "champions" for department-level cross-cultural training. The proposal is designed to achieve maximum impact and mitigation of disparities overtime. (End of Abstract)