Development of a cross-cultural care curriculum for dermatology residents

2018 ◽  
Vol 79 (3) ◽  
pp. AB106
Keyword(s):  
1995 ◽  
pp. 375-395 ◽  
Author(s):  
Joseph Westermeyer
Keyword(s):  

2020 ◽  
Vol 9 (3) ◽  
pp. 164-181 ◽  
Author(s):  
Juan Pimentel ◽  
Alexandra Arias ◽  
David Ramírez ◽  
Adriana Molina ◽  
Anne-Marie Chomat ◽  
...  

2008 ◽  
Vol 23 (12) ◽  
pp. 1953-1958 ◽  
Author(s):  
Lenny Lopez ◽  
Ana-Maria Vranceanu ◽  
Amy P. Cohen ◽  
Joseph Betancourt ◽  
Joel S. Weissman

2005 ◽  
Vol 80 (9) ◽  
pp. 874-880 ◽  
Author(s):  
Elyse R. Park ◽  
Joseph R. Betancourt ◽  
Minah K. Kim ◽  
Angela W. Maina ◽  
David Blumenthal ◽  
...  

2017 ◽  
Vol 8 (4) ◽  
pp. e16-30 ◽  
Author(s):  
Barinder Singh ◽  
Emma Banwell ◽  
Dianne Leonie Groll

Background: The Royal College of Physicians and Surgeons of Canada specifies both respect for diversity as a requirement of professionalism and culturally sensitive provision of medical care.  The purpose of the present study was to evaluate the perception of preparedness and attitudes of medical residents to deliver cross-cultural care.Methods: The Cross Cultural Care Survey was sent via e-mail to all Faculty of Medicine residents (approx. 450) in an academic health sciences centre. Comparisons were made between psychiatry residents, family medicine residents, and other residency groups with respect to training, preparedness, and skillfulness in delivering cross-cultural care.Results: Seventy-three (16%) residents responded to the survey. Residents in psychiatry and family medicine reported significantly more training and formal evaluation regarding cross-cultural care than residents in other programs. However, there were no significant differences in self-reported preparedness and skillfulness. Residents in family medicine were more likely to report needing more practical experience working with diverse groups. Psychiatry residents were less likely to report inadequate cross-cultural training.Conclusion: While most residents reported feeling skillful and prepared to work with culturally diverse groups, they report receiving little additional instruction or formal evaluation on this topic, particularly in programs other than psychiatry and family medicine.


2015 ◽  
Vol 39 (2) ◽  
pp. 81-90 ◽  
Author(s):  
Helen M. Shields ◽  
Daniel A. Leffler ◽  
Antoinette S. Peters ◽  
Roxana Llerena-Quinn ◽  
Vinod E. Nambudiri ◽  
...  

A specific faculty development program for tutors to teach cross-cultural care in a preclinical gastrointestinal pathophysiology course with weekly longitudinal followup sessions was designed in 2007 and conducted in the same manner over a 6-yr period. Anonymous student evaluations of how “frequently” the course and the tutor were actively teaching cross-cultural care were performed. The statements “This tutor actively teaches culturally competent care” and “Issues of culture and ethnicity were addressed” were significantly improved over baseline 2004 data. These increases were sustained over the 6-yr period. A tutor's overall rating as a teacher was moderately correlated with his/her “frequently” actively teaching cross-cultural care ( r = 0.385, P < 0. 001). Course evaluation scores were excellent and put the course into the group of preclinical courses with the top ratings. Students in the Race in Curriculum Group asked that the program be expanded to other preclinical courses. In conclusion, from 2007 to 2012, a faculty development program for teaching cross-cultural care consistently increased the discussion of cross-cultural care in the tutorial and course over each year beginning with 2007 compared with the baseline year of 2004. Our data suggest that cross-cultural care can be effectively integrated into pathophysiology tutorials and helps improve students' satisfaction and tutors' ratings. Teaching cross-cultural care in a pathophysiology tutorial did not detract from the course's overall evaluations, which remained in the top group over the 6-yr period.


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