Improving Cultural Competency:An Online CaseBased Curr.

提高文化能力：基于案例的在线课程。

• 批准号: 7468072
• 负责人: CARLOS A ESTRADA
• 金额: $ 10.8万
• 依托单位: UNIVERSITY OF ALABAMA AT BIRMINGHAM
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-05 至 2010-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7468072
• 关键词: Address; African American; Alabama; Attitude; Award; Awareness; Blood; Cardiovascular Diseases; Cardiovascular system; Caring; Collection; Communication; Communities; Community Physician; Competence; Condition; Congresses; Development; Disease; Education; Educational Background; Educational Curriculum; Elements; Evaluation; Faculty; Frequencies; Funding; Goals; Health; Health Personnel; Health Professional; Healthcare; Healthy People 2010; Heart; Hispanics; Institutes; Institution; Internal Medicine; Knowledge; Learning; Lung; Malignant Neoplasms; Measurement; Medical; Medical Students; Methods; Minority; Minority Groups; Mississippi; Morbidity - disease rate; Network-based; Outcome; Patient Education; Patients; Phase; Physicians; Population; Population Heterogeneity; Pre-Post Tests; Purpose; Recording of previous events; Reporting; Research; Research Personnel; Residencies; Resources; Site; Statutes and Laws; Strategic Planning; Surveys; Techniques; Testing; Training; Training Programs; Translating; Underserved Population; Universities; Work; base; case-based; continuing medical education; design; experience; health care delivery; health disparity; improved; innovation; mortality; portability; programs; skills; theories; tool

DESCRIPTION (provided by applicant): The University of Alabama at Birmingham (UAB) proposes to develop, implement, and evaluate an online case-based cultural competency curriculum for practicing physicians, residents, and medical students. The proposed curriculum draws on our existing expertise and programs and will enable us to address disparities in the occurrence, management, and outcomes of cardiovascular disease in diverse populations. Specific Aims: (1) Development: using known principles of educational theory and recognized elements of cultural competency, we will select the core elements of cultural competency, translate into cases, develop and tailor online case-based interactive modules, test in the field, and revise. (2) Implementation and Training: we will implement and evaluate the curriculum among: (2a) practicing physicians in the community, (2b) internal medicine residents, and (2c) medical students. (3) Dissemination: online and at professional meetings. Via established educational and research networks, the Alabama and Mississippi Practice-Based Networks (PBN), physicians will receive the case-based modules. Methods: We will use nominal group technique to identify and select the core elements of cultural competency. Concurrently, we will obtain guidance from leaders in the field. The modules will describe the history and condition of the patient, provide interactive features tailored to the educational need, and own personal needs. The modules will also include culturally sensitive patient education information. The measurement and evaluation tools will be included in the modules. We will evaluate the curriculum by survey, pre and post testing, and frequency of use of online programs. Significance: The ultimate goal is to improve the cultural competence of physicians by increasing cultural awareness, knowledge, and respect of differences in cultural perspectives. It will also enhance the ability of health care providers to deliver culturally sensitive care. The online format will facilitate the portability of the curriculum to other settings, institutions, and health care professionals.

描述（由申请人提供）： 亚拉巴马大学伯明翰分校（UAB）建议为执业医师、住院医师和医学生开发、实施和评估一个基于案例的在线文化能力课程。拟议的课程借鉴了我们现有的专业知识和计划，将使我们能够解决不同人群中心血管疾病的发生，管理和结果的差异。 具体目标：（1）发展：利用已知的教育理论原则和公认的文化能力要素，我们将选择文化能力的核心要素，转化为案例，开发和定制基于案例的在线互动模块，在现场进行测试，并进行修订。(2)实施和培训：我们将在（2a）社区执业医师、（2b）内科住院医师和（2c）医学生中实施和评估该课程。(3)传播：网上和专业会议。通过已建立的教育和研究网络，亚拉巴马和密西西比基于实践的网络（PBN），医生将收到基于病例的模块。方法：采用名词性组群技术，识别并筛选出文化胜任力的核心要素。同时，我们将从该领域的领导人那里获得指导。这些模块将描述病人的病史和病情，提供针对教育需求的互动功能，并满足个人需求。这些模块还将包括对文化敏感的患者教育信息。这些单元将包括衡量和评价工具。我们将通过调查，前后测试以及在线课程的使用频率来评估课程。重要性：最终目标是通过提高文化意识，知识和尊重文化观点的差异来提高医生的文化能力。它还将提高保健提供者提供文化敏感保健的能力。在线格式将促进课程的可移植性，以其他设置，机构和卫生保健专业人员。