Please use this identifier to cite or link to this item: https://doi.org/10.1186/1472-6920-6-31
Title: "That never would have occurred to me": A qualitative study of medical students' views of a cultural competence curriculum
Authors: Shapiro, J
Lie, D 
Gutierrez, D
Zhuang, G
Keywords: article
controlled study
cultural competence
curriculum
female
human
male
medical education
medical school
medical student
normal human
qualitative research
adult
attitude to health
clinical competence
cultural anthropology
curriculum
doctor patient relation
ethnology
evaluation study
health personnel attitude
humanism
information processing
medical education
organization and management
program evaluation
psychology
standards
stereotyping
United States
Adult
Attitude of Health Personnel
Attitude to Health
California
Clinical Competence
Cultural Diversity
Curriculum
Education, Medical, Undergraduate
Female
Focus Groups
Health Knowledge, Attitudes, Practice
Humanism
Humans
Male
Physician-Patient Relations
Program Evaluation
Public Sector
Qualitative Research
Schools, Medical
Stereotyping
Students, Medical
Issue Date: 2006
Citation: Shapiro, J, Lie, D, Gutierrez, D, Zhuang, G (2006). "That never would have occurred to me": A qualitative study of medical students' views of a cultural competence curriculum. BMC Medical Education 6 : 31. ScholarBank@NUS Repository. https://doi.org/10.1186/1472-6920-6-31
Rights: Attribution 4.0 International
Abstract: Background: The evidence is mixed regarding the efficacy of cultural competence curricula in developing learners' knowledge, attitudes and skills. More research is needed to better understand both the strengths and shortcomings of existing curricula from the perspective of learners in order to improve training. Methods: We conducted three focus groups with medical students in their first year of clinical training to assess their perceptions of the cultural competence curriculum at a public university school of medicine. Results: Students evaluated the informal curriculum as a more important source of learning about cultural competence than the formal curriculum. In terms of bias in both self and others, the cultural competence curriculum increased awareness, but was less effective in teaching specific interventional skills. Students also noted that the cultural competence curriculum did not always sufficiently help them find a balance between group-specific knowledge and respect for individual differences. Despite some concerns as to whether political correctness characterized the cultural competence curriculum, it was also seen as a way to rehumanize the medical education experience. Conclusion: Future research needs to pay attention to issues such as perceived relevance, stereotyping, and political correctness in developing cross-cultural training programs. © 2006 Shapiro et al; licensee BioMed Central Ltd.
Source Title: BMC Medical Education
URI: https://scholarbank.nus.edu.sg/handle/10635/178018
ISSN: 14726920
DOI: 10.1186/1472-6920-6-31
Rights: Attribution 4.0 International
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