Objective The Cultural Neuropsychology Program (CNP) is the sole bilingual clinical training program specifically focused on culturally and linguistically competent neuropsychological services to the Latino/a population in the UCLA Health System. Following the Socially Responsible Neuropsychology Model (SRN; Suarez et al., 2016), trainees learn the best practices in providing equitable clinical care to all patients irrespective of their background. The current paper discusses various trainees’ professional development in the process of becoming culturally and linguistically competent clinical neuropsychologists. Method The use of case studies illustrates the competency paradigm shift trainees encounter when systematically integrating the SRN model with their clinical training. Three components of the model are emphasized: (1) integration of Etic and Emic approaches during the clinical intake, (2) merging psychometric properties with qualitative processes to compensate for the cultural-linguistic limitations of mainstream gold-standard neuropsychological tools, and (3) becoming an advocate through this social justice framework. Outcomes All trainees were previously exposed to the foundational - and typically required - knowledge-based competency model of understanding and appreciating cultural-individual differences and diversity in neuropsychology. Attaining cultural and linguistic competency through the SRN model, however, requires a salient paradigm shift in all skill-based competencies that trainees may not have been prepared for through their previous education. Discussion By presenting trainees’ perspectives regarding their professional development, the importance of the explicit and systematic integration of fundamental brain-behavior relationships with the SRN model early in graduate training is highlighted. In so doing, this approach can ultimately augment the number of culturally- and linguistically-competent neuropsychologists needed to reduce health disparities. References Suárez, P., Casas, R., Lechuga, D., Cagigas, X. Socially Responsible Neuropsychology in Action: Another Opportunity for California to Lead the Way. Feature in The California Psychologist. Fall of 2016.
Social media can be an excellent tool in the training of future doctors, but also in their future work. For this, future health professionals should know basic concepts such as "personal brand" or know how to manage the privacy settings when sharing certain information in their personal profiles.The aim of this study was to evaluate the changes in the perception and knowledge of medical students comparing the results of a survey before and after receiving a specialized training course. Issues such as whether they would be willing to put their personal accounts on their curriculum vitae or to hire erasure services in the network that minimize their fingerprint.During the 2016-17 academic year a 2-hour course was taught by a sixth-year student and social networking expert. One week before the course and one month later an online survey of 16 questions was conducted and the results compared. The previous (pre) survey was answered by 107 students, while the post (post) survey was answered by 72.After the course, one of the first results was an increase in the number of students who knew social media specialized in Medicine. There are no significant changes in the way networks use, but there is an increase in the concern to publish reliable and proven medical information. An undesirable effect of the course is that there was an increase in the concern about a possible negative effect on their future of the information they share in social media, which can be positive because, despite this, there is an increase in the Number of students who would add their user on social media in their curriculum.There is also an increase in the number of students who affirm that social media can be useful in their current training and in their future work, also in the knowledge of basic concepts as personal brand.
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