Medical Education for Cultural Competence

描述（由申请人提供）： 在过去的十年里，大量的学术研究表明，尽管在确保美国人获得最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，美国印第安人、非洲裔美国人、西班牙裔美国人、亚洲人和太平洋岛民）继续显示出不同的结果，即使考虑到保险范围和社会经济地位等因素。同样重要的是，一些研究已经开始表明，拥有能够了解文化和社会经济背景可能对个人获得和利用保健服务的方式产生的影响的保健专业人员，会带来好处。 这项为期五年的教育发展研究的主要目标是确定是否纵向课程，利用教学和经验的方法可以提高医学院毕业生的文化能力和他们的准备，以解决不同的患者群体的医疗需求的水平，无论专业或实践位置。长期目标是减少由于医生缺乏知识或文化技能而可能造成的健康差距。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人员;（2）居民将在学习过程中实践文化能力技能和知识;（3）医生将在日常实践中融入文化能力技能和知识。 项目第1年和第2年是计划和测试：要成功地将文化能力纳入课程将需要时间和思想。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，并在必要时为教师专家提供补充发展，以在四年制课程中教授内容;（3）确定和招聘个人创建材料和资源，以补充课程内容;（4）确定和招聘个人，以创建新的课程。（4）确定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3、4、5年是实施和评估阶段：在项目的第3年，我们预计将实施以下课程组成部分：（1）新入学班（2010年班）的第一年课程;（2）居民文化能力扩展模块;（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）第一年的课程（第二次迭代）对于新进入的类（2011年班）;（2）2010年班的二年级课程;（3）居民文化能力扩展模块（第二次迭代）;（4）居民作为教师模块纳入文化能力的原则;（5）至少两个继续医学教育会议的医生;以及（6）UIC临床医生至少有一个包含文化能力原则的大回合。 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）第一年的课程（第三次迭代）对于新进入的班级（2012年类）;（2）第二年课程（第二次迭代）为2011年班;（3）2010年班的三年级课程;（4）居民文化能力扩展模块（第三次迭代）;（4）居民作为教师模块（第二次迭代）纳入文化能力原则;（5）至少两次医生继续医学教育会议;（6）至少两轮纳入文化能力原则的UIC临床医生。

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.