Medical Training in Diversity: Disparity Across Cultures

描述（由申请人提供）： 关于文化能力课程的许多文献都集中在内容上， 体验式教学模式（learning by doing）。同样，也没有几个例子说明课程如何处理保健工作人员多样性不足与保健差距之间的联系。 这项建议将在这两个领域作出重大贡献。根据候选人的成绩记录，该学术奖将支持她继续开发基于体验式学习理论的文化能力教学新教学模式。候选人将与其他K 07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，以教授教师，医学生，居民和社区医生的文化能力;（2）部署现有的课程内容（来自其他K 07获奖者和文献）在本提案下开发的经验模型中;以及（3）开发教学原理和劳动力多样性战略的实际应用的课程内容，作为教师，住院医师和继续医学教育培训实践管理模块的一部分。该提案将开发和测试至少四种新的体验模式方法，用于学术和社区环境中的文化能力教学：（1）虚拟患者多样性案例DVD系列;（2）社区沉浸式会议;（3）患者作为教师的角色;（4）多样性学习团队。形成性和总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计量为基础。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”将为协调各部门之间的政策提供一个论坛， 大学和卫生保健部门;和（2）级联教师发展（培训教练）战略，将创造教师的“冠军”部门一级的跨文化培训。该提案旨在实现最大的影响，并随着时间的推移缩小差距。(End摘要）

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)