Medical Education for Cultural Competence

文化能力医学教育

• 批准号: 7289742
• 负责人: JORGE A GIROTTI
• 金额: $ 11.41万
• 依托单位: UNIVERSITY OF ILLINOIS AT CHICAGO
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-26 至 2009-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7289742
• 关键词: Accounting; Address; African American; American; American Indians; Anesthesiology; Appointment; Area; Asians; Attitude; Belief; Cardiology; Cardiovascular system; Caring; Charge; Chicago; Class; Clinical; Clinical Medicine; Commit; Community Physician; Competence; Complex; Condition; Country; Critical Care; Depth; Development; Diabetes Mellitus; Economics; Education; Educational Background; Educational Curriculum; Educational process of instructing; Ensure; Ethnic group; Evaluation; Faculty; Funding; Goals; Hand; Head; Health Professional; Health Status; Health system; Healthcare; Hispanic Americans; Hispanics; Hospitals; Individual; Instruction; Insurance Coverage; Internal Medicine; Knowledge; Leadership; Learning; Location; Lung diseases; Measurement; Medical; Medical Education; Medical Students; Medicine; Minority; Modeling; Outcome; Pacific Island Americans; Participant; Patient Care; Patients; Personal Satisfaction; Persons; Physician-Patient Relations; Physicians; Plant Roots; Play; Population; Principal Investigator; Probability; Process; Production; Program Development; Purpose; Race; Readiness; Recording of previous events; Recruitment Activity; Research; Research Infrastructure; Research Training; Resources; Role; Services; Socioeconomic Status; Source; Standards of Weights and Measures; Students; Testing; Thinking; Time; Title; Training and Education; Trust; Underrepresented Minority; United States National Institutes of Health; Universities; Urban Developments; Urban Health; Ursidae Family; Work; college; continuing medical education; design; experience; health care service utilization; health disparity; improved; medical schools; medical specialties; member; professor; programs; racial and ethnic; respiratory; skills; symposium; teacher; tool

DESCRIPTION (provided by applicant): In the past ten years, a tremendous amount of scholarly work has been done that demonstrates that -while progress has been made to ensure that Americans have the best possible medical care-those benefits have not permeated to all segments of the US population. Members of certain ethnic/racial groups (e.g., American Indians, African Americans, Hispanics, Asians and Pacific Islanders) continue to show disparate outcomes, even when some factors like insurance coverage and socio-economic status are taken into account. Also significant are the studies that have begun to illustrate the benefits associated with having health care professionals who are attuned to the impact that cultural and socio-economic background may have on the way that individuals approach their access and utilization of health services. The main objective of this five-year educational development study is to determine whether a longitudinal curriculum that utilizes didactic and experiential approaches can improve the level of cultural competence of medical school graduates and their readiness to address the medical needs of diverse patient populations, regardless of specialty or practice location. The long-term goal is to reduce health disparities that may arise from a lack of knowledge or cultural skills on the part of physicians. The program has three specific aims: (1) Medical students will learn how to become cultural competent practitioners; (2) Residents will put into practice cultural competence skills and knowledge in their learning process: and (3) Physicians will incorporate cultural competence skills and knowledge in their everyday practice. Project years 1 and 2 are to plan and test: To successfully incorporate cultural competence into the curriculum will take time and thought. The two planning years are designed to achieve six purposes: (1) design and test the blueprint for the four-year undergraduate curriculum; (2) identify, recruit, and when necessary provide supplemental development for faculty experts to teach content over the four-year program; (3) identify and recruit individuals to create materials and resources to supplement course content; (4) define and refine our evaluation plan and measurement tools; (5) design and test the blueprint for GME and CME curricula; and (6) deal with institutional requirements that are part of initiating a major curricular change. Years 3, 4 and 5 are for implementing and evaluating: In year 3 of the project we expect to implement the following curriculum components: (1) first-year curriculum for the new entering class (class of 2010); (2) expanded module on cultural competence for residents; and (3) at least one continuing medical education conference for physicians. In year 4 of the project we expect to implement the following: (1) first-year curriculum (second iteration) for new entering class (class of 2011); (2) second-year curriculum for class of 2010; (3) expanded module on cultural competence for residents (second iteration); (4) resident as teacher module incorporating cultural competence principles; (5) at least two CME conferences for physicians; and (6) at least one grand rounds for UIC clinicians that incorporates cultural competence principles. In year 5 of the project (final year of NHLBI funds) we expect to implement the following: (1) first-year curriculum (third iteration) for new entering class (class of 2012); (2) second-year curriculum (second iteration) for class of 2011; (3) third-year curriculum for class of 2010; (4) expanded module on cultural competence for residents (third iteration); (4) resident as teacher module (second iteration) incorporating cultural competence principles; (5) at least two CME conferences for physicians; and (6) at least two grand rounds for UIC clinicians that incorporate cultural competence principles.

描述(由申请人提供)： 在过去的十年里，大量的学术研究表明，尽管在确保美国人享有尽可能好的医疗保健方面取得了进展，但这些好处并没有渗透到美国人口的所有阶层。某些族裔/种族群体的成员(例如，美洲印第安人、非裔美国人、西班牙裔、亚洲人和太平洋岛民)继续表现出不同的结果，即使考虑到保险范围和社会经济地位等一些因素。同样重要的是，一些研究已经开始说明让卫生保健专业人员适应文化和社会经济背景可能对个人获得和利用卫生服务的方式产生的影响所带来的好处。 这项为期五年的教育发展研究的主要目标是确定采用授课和体验式方法的纵向课程是否可以提高医学院毕业生的文化能力水平，以及他们是否准备好满足不同患者群体的医疗需求，无论他们的专业或执业地点如何。长期目标是减少由于医生缺乏知识或文化技能而可能出现的健康差距。该计划有三个具体目标：(1)医学生将学习如何成为有文化能力的从业者；(2)住院医生将在学习过程中实践文化能力技能和知识：(3)医生将文化能力技能和知识融入他们的日常实践。 项目第一年和第二年是计划和测试：成功地将文化能力纳入课程需要时间和思考。这两个规划年旨在实现六个目的：(1)设计和测试四年制本科课程的蓝图；(2)确定、招聘并在必要时为教员专家提供补充发展，以教授四年制课程的内容；(3)确定和招聘个人以创建材料和资源来补充课程内容；(4)定义和完善我们的评估计划和衡量工具；(5)设计和测试GME和CME课程的蓝图；以及(6)处理作为启动重大课程改革的一部分的机构要求。 第三年、第四年和第五年用于实施和评估：在项目的第三年，我们预计将实施以下课程组成部分：(1)新入学班级(2010级)的第一年课程；(2)关于住院医生文化能力的扩展模块；(3)至少一次医生继续医学教育会议。 在该项目的第四年，我们预计将实施以下内容：(1)新入学班级(2011级)的一年级课程(第二次迭代)；(2)2010级的二年级课程；(3)针对住院医生的文化能力扩展模块(第二次迭代)；(4)包含文化能力原则的常驻教师模块；(5)至少两次针对医生的继续医学教育会议；以及(6)至少一轮纳入文化能力原则的UIC临床医生培训。 在项目的第五年(NHLBI资金的最后一年)，我们预计将实施以下内容：(1)新入学班级(2012级)的第一年课程(第三次迭代)；(2)2011级的第二年课程(第二次迭代)；(3)2010级的第三年课程；(4)扩展的住院医生文化能力模块(第三次迭代)；(4)包含文化能力原则的住院医师模块(第二次迭代)；(5)至少两次继续医学教育会议；以及(6)至少两轮纳入文化能力原则的UIC临床医生。