Maryland's Approach to Cultural Competency in Healthcare

马里兰州医疗保健文化能力的方法

• 批准号: 7490618
• 负责人: Olivia Denise Carter-Pokras
• 金额: $ 11.23万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-30 至 2010-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7490618
• 关键词: Accident and Emergency department; Address; Adult; American; Area; Asthma; Attitude; Behavior; Belief; Cardiovascular Diseases; Cardiovascular system; Caring; Case Study; Censuses; Class; Collaborations; Community Practice; Competence; Cultural Diversity; Data; Dentistry; Educational Curriculum; Effectiveness; Evaluation; Faculty; Failure; Family Practice; Family Research; Future; Goals; Guidelines; Health; Health Professional; Health Services; Healthcare; Hematological Disease; Hematology; Institutes; Institution; Instruction; Internal Medicine; Intervention; Language; Leadership; Learning; Linguistics; Lung; Lung diseases; Maryland; Medical; Medical Students; Medicine; Modeling; Nursing Schools; Online Systems; Outcome; Patients; Pediatrics; Persons; Physicians; Population; Population Growth; Population Heterogeneity; Positioning Attribute; Qualifying; Questionnaires; Rate; School Nursing; Schools; Services; Sister; Sleep Disorders; Social Work; Students; Training; Training Programs; United States; Universities; Work; base; cost effectiveness; experience; improved; instructor; medical schools; minority health; oncology; programs; racial and ethnic; satisfaction; social

DESCRIPTION (provided by applicant): Educational institutions for health professionals are increasingly required to include cultural competency in curriculum and training programs so that future health professionals are prepared to provide health care services that are respectful and responsive to cultural and linguistic needs. The University of Maryland School of Medicine (SOM) is uniquely positioned to develop inter-disciplinary cultural and linguistic competency curricula for health professionals since it shares a campus with Schools of Nursing, Social Work and Dentistry. Under Dr. Carter-Pokras' leadership, a multifaceted approach will be used to develop, implement and evaluate cultural competency curricula at the University of Maryland. New SOM faculty orientation materials and training will include information on how to address linguistic barriers. Case studies of best practices in culturally competent care in the areas of cardiovascular disease, pulmonary disease, hematological disorders (oncology) and sleep disorders will be developed for inclusion in SOM curriculum. Through a new required 4-year Practice of Medicine course, medical students will receive expanded training in cultural and linguistic competence. Optional medical Spanish classes, community practice experiences, medical interpreter training and qualifying examinations for native Spanish and advanced medical Spanish students, and elective courses at our sister health professional schools will be offered. Changes in student attitudes and beliefs regarding persons of other cultures (questionnaires) and student behavior (standardized patients) will be assessed. Seminars based on the Office of Minority Health/American Institute of Research's family medicine cultural competency curriculum will be provided to selected University of Maryland Residents and Fellows. Patient perspectives and instructor evaluations of how students utilized the training in practice will be assessed. A web-based course on Health of Diverse Populations will be developed for practicing health professionals in collaboration with the Schools of Nursing, Dentistry and Social Work. Quality of on-line instruction (learning effectiveness, cost effectiveness, access, faculty satisfaction, student satisfaction) will be assessed using the Sloan-C Model of Five Pillars of Instruction. An asthma intervention in the adult emergency department incorporating health professional training in cultural competency and national asthma guidelines will be conducted, and changes in asthma patient outcomes assessed.

描述（由申请人提供）： 卫生专业人员的教育机构越来越需要在课程和培训计划中包括文化能力，以便未来的卫生专业人员准备提供尊重和响应文化和语言需求的医疗保健服务。 医学（SOM）的马里兰州的大学是独特的定位，开发跨学科的文化和语言能力课程的卫生专业人员，因为它与护理，社会工作和牙科学校共享校园。 在Carter-Pokras博士的领导下，马里兰州大学将采用多方面的方法来制定、实施和评估文化能力课程。 新的SOM教师指导材料和培训将包括如何解决语言障碍的信息。 在心血管疾病，肺部疾病，血液系统疾病（肿瘤学）和睡眠障碍领域的文化能力护理的最佳做法的案例研究将被纳入SOM课程。 通过新的4年制医学实践课程，医学生将接受文化和语言能力的扩展培训。 可选的医学西班牙语课程，社区实践经验，医学口译培训和资格考试为母语西班牙语和高级医学西班牙语学生，并在我们的姐妹卫生专业学校选修课程将提供。 将评估学生对其他文化（问卷）和学生行为（标准化患者）的态度和信念的变化。 将为选定的马里兰州大学居民和研究员提供基于少数族裔健康办公室/美国研究所家庭医学文化能力课程的研讨会。 将评估患者的观点和教师对学生如何在实践中利用培训的评价。 将与护理学院、牙科学院和社会工作学院合作，为执业保健专业人员开发一个关于不同人口健康的网络课程。 在线教学的质量（学习效率，成本效益，访问，教师满意度，学生满意度）将使用Sloan-C教学五支柱模型进行评估。 将在成人急诊科进行哮喘干预，包括文化能力和国家哮喘指南的卫生专业培训，并评估哮喘患者结局的变化。

项目成果

Stakeholder views regarding cultural diversity teaching outcomes: a qualitative study.

• DOI: 10.1186/1472-6920-5-37
• 发表时间: 2005-11-01
• 期刊: BMC medical education
• 影响因子: 3.6
• 作者: Dogra, Nisha;Carter-Pokras, Olivia
• 通讯作者: Carter-Pokras, Olivia

The environmental health of Latino children.

• DOI: 10.1016/j.pedhc.2006.12.005
• 发表时间: 2007-09-01
• 期刊: Journal of pediatric health care : official publication of National Association of Pediatric Nurse Associates & Practitioners
• 作者: Carter-Pokras, Olivia;Zambrana, Ruth E;Guerrero-Preston, Rafael
• 通讯作者: Guerrero-Preston, Rafael

Surmounting the unique challenges in health disparities education: a multi-institution qualitative study.

克服健康差异教育的独特挑战：多机构定性研究。

• DOI: 10.1007/s11606-010-1269-1
• 发表时间: 2010
• 期刊: Journal of general internal medicine
• 影响因子: 5.7
• 作者: Carter-Pokras,Olivia;Bereknyei,Sylvia;Lie,Desiree;Braddock3rd,ClarenceH;NationalConsortiumforMulticulturalEducationforHealthProfessionals
• 通讯作者: NationalConsortiumforMulticulturalEducationforHealthProfessionals