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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 |
Appears in Collections: | Staff Publications Elements |
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