通过医学课程改革解决医学差异:学生视角

Amina Kureshi, Scott Landman, M. Ahmed, O. Savinova, Diane Becker
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引用次数: 1

摘要

摘要文化能力培养一直是医学院校关注的焦点。在培养具有文化能力的医生方面,有效的文化能力培训是必不可少的一步,此前曾在医学院进行过研究。在成立一个领导文化能力培训的多元化工作组之前,一所医学院利用医学生志愿者审查当前的教材,并提出加强文化能力培训的建议。2020年夏季,在自愿的基础上成立了一个由三名教员和29名医学生组成的研究小组。根据医学生的意见和经审查的教材,创建了学习工具来指导医学课程的更新。这一经验导致了四种教学工具的形成:一种教学讲座清单,包括更多样化的患者群体;注重健康的社会决定因素的基于案例的学习目标;一个引导者问题脚本,以鼓励小组讨论和学生对给定临床病例的反馈;以及学生关于种族、性别和社会经济地位对患者和临床医疗专业人员的影响的反思形式。医学院课程的更新是一个持续不断的过程。组建一个多元化工作组来指导这些变化,并定期审查医学教材,这将有助于培训准备好照顾不同患者群体的医生。此外,使用建议的教学工具可能有助于指导其他医学院此类委员会的审查过程。
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Addressing disparities in medicine through medical curriculum change: a student perspective
Abstract Cultural competency training has been a focus of medical schools for some time. An essential step in developing culturally competent physicians, effective cultural competency training has previously been researched at medical schools. Before forming a diversity task force to head cultural competency training, one medical school utilized medical student volunteers to review current teaching material and provide suggestions to increase cultural competency training. A study group consisting of three faculty members and 29 medical students was formed on a voluntary basis during the summer of 2020. Based on medical student opinion and reviewed teaching materials, learning tools were created to guide medical curricular updates. This experience resulted in the formation of four teaching tools: a didactic lecture checklist to include more diverse patient populations; case-based learning objectives that focus on social determinants of health; a facilitator question script to encourage group discussion and student feedback on the given clinical cases; and a student reflection form on the effects of race, gender, and socioeconomic status on patients and medical professionals in the clinical setting. Updating the medical school curriculum is a constant and ongoing process. Forming a diversity task force to guide these changes and regularly review medical teaching materials will help train physicians ready to care for a diverse patient population. In addition, the use of the suggested teaching tools may help guide the review process for such committees at other medical schools.
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