Partnership for Diversity: A Multidisciplinary Approach to Nurturing Cultural Competence at an Emerging Medical School

Swanberg, Stephanie; Abuelroos, Dena; Dabaja, Emman; Jurva, Stephanie; Martin, Kimberly; McCarron, J. P.; Reed-Hendon, Caryn; Yeow, Raymond Y.; Harriott, Melphine

doi:10.1080/02763869.2015.1082379

Cited by 10 publications

(8 citation statements)

References 12 publications

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“…Respect for diversity should be obtained in order to understand the specific health demands of diverse patients and make better decisions for them [26, 27, 37, 39, 42, 43, 48]. Here are three examples of openness to diversity.…”

Section: Resultsmentioning

confidence: 99%

“…The diversity dialogue program allowed medical students to participate in a multidisciplinary team consisting of librarians, faculty and staff, and invited patients. Here, they could hear different perspectives and raise their awareness of health care disparities [37]. The longitudinal primary care and special populations clerkship allowed for students to interact with elders and patients with physical or intellectual disabilities, dispel commonly held negative assumptions about their quality of life, and learn to be sensitive to the needs created by the disability [27].…”

Section: Resultsmentioning

confidence: 99%

“…Medical educators would be faced with the same challenges to develop reliable and valid methods to assess students’ outcomes that are relevant to the educational programs in the long term [37, 39, 41] and maintain the programs to incorporate them into the regular curriculum [27, 37, 42].…”

Section: Resultsmentioning

confidence: 99%

“…Ultimately, hands-on experience of collaborating with the community enabled students to respond to a health problem with its biopsychosocial and cultural complexity and develop their social accountability and responsibility [29, 39, 41]. Incorporating health and social issues based on differences in gender, race, ethnicity, age, religion, and socioeconomic background into medical education has been highlighted as helping students learn to respect patient diversity and raising their awareness of health care disparities [27, 37, 42].…”

Section: Discussionmentioning

confidence: 99%

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Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review

Han¹,

et al. 2019

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BackgroundMedical education must adapt to different health care contexts, including digitalized health care systems and a digital generation of students in a hyper-connected world. The aims of this study are to identify and synthesize the values that medical educators need to implement in the curricula and to introduce representative educational programs.MethodsAn integrative review was conducted to combine data from various research designs. We searched for articles on PubMed, Scopus, Web of Science, and EBSCO ERIC between 2011 and 2017. Key search terms were “undergraduate medical education,” “future,” “twenty-first century,” “millennium,” “curriculum,” “teaching,” “learning,” and “assessment.” We screened and extracted them according to inclusion and exclusion criteria from titles and abstracts. All authors read the full texts and discussed them to reach a consensus about the themes and subthemes. Data appraisal was performed using a modified Hawker ‘s evaluation form.ResultsAmong the 7616 abstracts initially identified, 28 full-text articles were selected to reflect medical education trends and suggest suitable educational programs. The integrative themes and subthemes of future medical education are as follows: 1) a humanistic approach to patient safety that involves encouraging humanistic doctors and facilitating collaboration; 2) early experience and longitudinal integration by early exposure to patient-oriented integration and longitudinal integrated clerkships; 3) going beyond hospitals toward society by responding to changing community needs and showing respect for diversity; and 4) student-driven learning with advanced technology through active learning with individualization, social interaction, and resource accessibility.ConclusionsThis review integrated the trends in undergraduate medical education in readiness for the anticipated changes in medical environments. The detailed programs introduced in this study could be useful for medical educators in the development of curricula. Further research is required to integrate the educational trends into graduate and continuing medical education, and to investigate the status or effects of innovative educational programs in each medical school or environment.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review

Han¹,

et al. 2019

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“…The teaching of cultural diversity to medical students has been examined (8). At a new medical school during the period from 2011 to 2015 a voluntary series of programs to promote cultural competence and raise awareness of healthcare disparities was undertaken (9). A multidisciplinary team of librarians, faculty, staff and medical students were involved.…”

Section: Cultural Awarenessmentioning

confidence: 99%

Student Feedback about the Medical Humanities Module in a Caribbean Medical School

Shankar

Rose

Toor

2016

EIMJ

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Introduction: A medical humanities (MH) course has been conducted at the institution from February 2013. The school admits students from the United States, Canada and other countries to the undergraduate medical course. The present study was conducted among first to sixth semester basic science students to obtain their feedback about various aspects of the module and suggestions for further improvement. Materials & Methods: Focus group discussions (FGDs) were organised with interested students during the last two weeks of October 2015. Written informed consent was obtained from all participants. The FGDs were audio recorded and lasted between 90 to 100 minutes. An FGD guide was used to facilitate the deliberations. Written transcripts of recordings were prepared and read through multiple times. Transcripts were coded and items with similar codes were grouped together into themes. Results: Twenty-one of the 100 students (21%) participated. Overall response to the module was positive. Students who participated in the FGDs felt the module offered a different perspective compared to other basic science subjects. Feedback regarding small groups and group dynamics were also obtained. The literature excerpts used were appreciated by the respondents. The paintings and the activities encouraged the process of creativity, reflection and taught participants the importance of reconciling varied views. Role-plays encouraged student participation and active learning. MH encouraged active learning and students appeared to have fun while learning. Conclusion: MH and movie screening and activities are slowly becoming established in the institution. Respondent feedback was positive. Suggestions for future modules were obtained.

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Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

et al. 2019

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Many medical accreditation bodies agree that medical students should be trained to care for diverse patient populations. However, the teaching methods that medical schools employ to accomplish this goal vary widely. The purpose of this work is to summarize current cultural competency teaching for medical students and their evaluation methods. A scoping review was completed by searching the databases PubMed, Scopus, MedEdPOR-TAL, and MEDLINE for the search terms "medical education" and "cultural competency" or "cultural competence." Results were summarized using a narrative synthesis technique. One hundred fifty-four articles on cultural competency interventions for medical students were systematically identified from the literature and categorized by teaching methods, length of intervention, and content. Fifty-six articles had a general focus, and ninety-eight articles were focused on specific populations including race/ethnicity, global health, socioeconomic status, language, immigration status, disability, spirituality at the end of life, rurality, and lesbian, gay, bisexual, transgender, and queer. About 54% of interventions used lectures as a teaching modality, 45% of the interventions described were mandatory, and 9.7% of interventions were not formally evaluated. The authors advocate for expansion and more rigorous analysis of teaching methods, teaching philosophies, and outcome evaluations with randomized controlled trials that compare the relative effectiveness of general and population-specific cultural competency interventions.

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Partnership for Diversity: A Multidisciplinary Approach to Nurturing Cultural Competence at an Emerging Medical School

Cited by 10 publications

References 12 publications

Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review

Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review

Student Feedback about the Medical Humanities Module in a Caribbean Medical School

Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

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