Profiles of intercultural sensitivity of healthcare students: a person-centred approach.

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES International Journal of Medical Education Pub Date : 2024-09-26 DOI:10.5116/ijme.66dd.beb3
Lilla Lucza, Tamás Martos, Viola Sallay, Tamás Simon, Anne Weiland, Peter Vermeir, Márta Csabai
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Abstract

Objectives: We aimed to explore healthcare students' intercultural sensitivity profiles and their relationship with empathy to develop effective education methods that promote non-discriminatory patient care.

Methods: We conducted a cross-sectional questionnaire study, involving a total of 508 international (n= 100) and local (n= 408) healthcare students in Hungary by convenience sampling. The survey included demographics, the Intercultural Sensitivity Scale, and the Interpersonal Reactivity Index. We applied latent profile analysis to identify distinct sensitivity profiles and used multinomial logistic regression to estimate the predictive power of several background variables on profile group membership.

Results: A four-profile solution emerged: "Interculturally average" (n= 241), "Interculturally uncertain" (n= 76), "Interculturally sensitive" (n= 132), and "Interculturally refusing" (n= 54). The model (R2= 0.123; p= 0.001) revealed that psychology major tended to predict "uncertain" group membership (OR= 0.56, p= 0.08) and higher personal distress was a significant predictor of this group (OR=1.11, p= 0.002). Male gender (OR= 3.03, p= 0.001), medicine major (OR= 5.49, p= 0.01), lower perspective-taking (OR= 0.91, p= 0.007) and higher personal distress (OR= 1.09, p= 0.028) were identified as predictors of "refusing" group membership, compared to the "average" group.

Conclusions: By exploring the ways students experience intercultural situations, a more personalized medical education can be developed with a special focus on vulnerable subgroups. For the "uncertain" group, the focus should be more on developing confidence, and intercultural experiences, whereas in the "refusing" group on strengthening empathy. In general, it can be useful to create mixed-gender, multidisciplinary, and intercultural learning environments.

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医学生的跨文化敏感性概况:以人为本的方法。
目的我们旨在探究医学生的跨文化敏感性及其与同理心的关系,从而制定有效的教育方法,促进非歧视性的患者护理:我们通过方便抽样的方式,对匈牙利的 508 名国际学生(100 人)和本地学生(408 人)进行了横断面问卷调查。调查内容包括人口统计学、跨文化敏感性量表和人际反应指数。我们采用潜特征分析法来确定不同的敏感性特征,并使用多项式逻辑回归法来估计几个背景变量对特征群体成员的预测能力:结果:形成了四种特征解决方案:结果:得出了四种类型的解决方案:"文化差异一般"(人数= 241)、"文化差异不确定"(人数= 76)、"文化差异敏感"(人数= 132)和 "文化差异拒绝"(人数= 54)。模型(R2= 0.123;p= 0.001)显示,心理学专业倾向于预测 "不确定 "组的成员身份(OR= 0.56,p= 0.08),较高的个人困扰也是该组的一个重要预测因素(OR=1.11,p= 0.002)。与 "普通 "组相比,男性性别(OR= 3.03,p= 0.001)、医学专业(OR= 5.49,p= 0.01)、较低的透视能力(OR= 0.91,p= 0.007)和较高的个人困扰(OR= 1.09,p= 0.028)被认为是 "拒绝 "组的预测因素:通过探索学生体验跨文化情境的方式,可以开发出更加个性化的医学教育,并特别关注弱势群体。对于 "不确定 "组,重点应放在培养自信心和跨文化体验上,而对于 "拒绝 "组,则应放在加强同理心上。总之,创造男女混合、多学科和跨文化的学习环境是有益的。
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来源期刊
International Journal of Medical Education
International Journal of Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.90
自引率
3.20%
发文量
38
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