A longitudinal study of multicultural curriculum in medical education

Abstract

ObjectivesTo evaluate impact a multicultural interclerkship had on students’ perception of knowledge, interview skills, and empathy towards serving culturally diverse populations and role student demographics played in learning.MethodsData extracted from students’ self-reported course evaluations and pre/post questionnaires during multiculturalism interclerkship across 11 academic years. Inquired students’ opinion about four areas: effectiveness, small group leaders, usefulness, and overall experience. Subscale and item ratings were compared using trend tests including multivariate analyses.ResultsDuring studied years, 883 students completed course evaluation with high overall mean rating of 3.08 (SD=0.45) and subscale mean scores ranging from 3.03 to 3.30. Trends in three of four subscales demonstrated clear uptrend (p<0.0001). Positive correlations between ratings of leaders and “usefulness” were observed (p<0.0001). Pre/post matched dataset (n=967) indicated majority of items (19/23) had statistically significant higher post interclerkship ratings compared to pre scores with nine of 19 having statistically significant magnitudes of change. Questionnaire had high overall reliability (Cronbach alpha=0.8), and item-to-group correlations ranged from 0.40 to 0.68 (p <0.0001).ConclusionsBy increasing students’ exposure and interaction with diverse patients, their knowledge, attitude, and skills were increased and expanded in positive manner. These findings might inform those who are interested in enhancing this important competence. This is especially true given increasing scrutiny this global topic is receiving within and across healthcare professions around the world.

Short- and Long-Term Outcomes of Student Field Research Experiences in Special Populations

“…While global health is expanding in the vast majority of Schools of Public Health in the U.S., no systematic information is available on outcomes of career tracking of public health students involved in global health, global cancer research, or minority research. The information that is available from global health education is mainly focused on clinical education of medical and nursing students and residents which have shown values in career development [3, 15–17]. These studies report the importance of modifying the medical school curriculum to include global health; particularly to address disease burden, traveler’s medicine, and immigrant health [1].…”

Examining First-Year Medical Students’ Attitudes toward Cross-Cultural Training in Medical Education

“…A similar study has shown short-term medical interventions have led to increased cross-cultural knowledge during clerkships. 15 We believe this initial exposure to the topic is an important step in getting students to think critically about the cultural aspects of treating patients.…”

Incorporando a Competência Cultural para Atenção à Saúde Materna em População Quilombola na Educação das Profissões da Saúde

“…Adicionalmente, no tocante às competências relacionadas à atenção das necessidades individuais de saúde, as DCN estabelecem que os cursos de Medicina devem contemplar o desenvolvimento de habilidades de realização de anamnese que considerem o contexto de vida e os elementos biológicos, psicológicos, socioeconômicos e a investigação de práticas culturais de cura em saúde, de matriz afro-indígena--brasileira e de outras relacionadas ao processo saúde-doença. Tais pressupostos remetem ao que, na literatura internacional sobre educação das profissões da saúde, é referido como competências culturais (cultural competence ou cross-cultural competence) [2][3][4][5][6] .…”