Global Longitudinal Pathway: Has Medical Education Curriculum Influenced Medical Students’ Skills and Attitudes Toward Culturally Diverse Populations?

Zanetti, Mary L.; Godkin, Michael A.; Twomey, Joshua P.; Pugnaire, Michele P.

doi:10.1080/10401334.2011.586913

Cited by 7 publications

(6 citation statements)

References 7 publications

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“…Thirteen articles focused on the language barriers affecting clinical care. [108][109][110][111][112][113][114][115][116][117][118][119][120] Five of the interventions were longitudinal, seven of these interventions were 1-3 h, and one was two and a half weeks. Eight out of the 13 interventions were mandatory.…”

Section: Specific Populationsmentioning

confidence: 99%

“…Nevertheless, one article found that almost 40% of students failed to use interpreters in an encounter with a patient of limited English proficiency. 111 Zanetti et al 115 described a 4-year program that promotes cultural competency through civic engagement and second language fluency. Students who participated reported greater confidence in obtaining a medical history in a different language, advocating for the healthcare needs of underserved populations, and assessing the health beliefs and practice of patients from other cultures.…”

Section: Specific Populationsmentioning

confidence: 99%

“…Students who participated reported greater confidence in obtaining a medical history in a different language, advocating for the healthcare needs of underserved populations, and assessing the health beliefs and practice of patients from other cultures. 115 Refugees or Asylum Seekers. Six articles which discussed interventions were aimed at populations of refugees or asylum seekers.…”

Section: Specific Populationsmentioning

confidence: 99%

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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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Section: Specific Populationsmentioning

confidence: 99%

Section: Specific Populationsmentioning

confidence: 99%

Section: Specific Populationsmentioning

confidence: 99%

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

et al. 2019

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“…In health care, professional interpreters can be underused, with a reliance on untrained bilingual staff or family members leading to breaches of confidentiality and risks of inaccuracy . These may be minimised through training students in the use of interpreters in simulated settings using bilingual actors, and in real clinical settings …”

Section: Discussionmentioning

confidence: 99%

Linguistically diverse general practice teaching

Lyon

Tan

Abbott

et al. 2018

The Clinical Teacher

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Background: Learning about general practice in a context of linguistic diversity is an understudied area. There may be additional learning needs or unrecognised opportunities in this environment. This study explores the experiences of general practitioners (GPs) and medical students on placement where consultations are conducted in a language other than English (LOTE). Method: We conducted 19 semi-structured interviews with medical students and GP supervisors who consult in LOTE. We explored experiences of learning, and teaching strategies implemented by GP supervisors.

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“… 1 , 11 - 16 Four previous studies involving the fourth author resulted in a wide range of findings connected to the effectiveness of a global multicultural pathway. 17 - 20 While some studies suggested no effect from multicultural education, 10 , 11 the most recent of the four studies found clear and distinct differences between two groups of students indicating the root of increased confidence in cultural competence may have developed from exposure to a specific multicultural pathway program with future research warranted to determine the impact of other similar experiences at the studied institution. All of these summarized research findings clearly indicate that a multi-modal approach to educating medical students about cultural competence and disparities in healthcare may be beneficial.We did not find any published studies analyzing a multicultural curriculum at a medical institution over a long period of time.…”

Section: Introductionmentioning

confidence: 99%

A longitudinal study of multicultural curriculum in medical education

et al. 2014

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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.

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Global Longitudinal Pathway: Has Medical Education Curriculum Influenced Medical Students’ Skills and Attitudes Toward Culturally Diverse Populations?

Abstract: Clear and distinct differences between the two studied groups were found indicating the root of this increased confidence may have developed due to exposure to the Pathway program.

Cited by 7 publications

References 7 publications

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

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

Linguistically diverse general practice teaching

A longitudinal study of multicultural curriculum in medical education

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