Clinical teachers' perspectives on cultural competence in medical education

2014 ◽  
Vol 48 (2) ◽  
pp. 204-214 ◽  
Author(s):  
Peih-Ying Lu ◽  
Jer-Chia Tsai ◽  
Scott Y H Tseng
Keyword(s):  
Medical Education ◽  
Cultural Competence ◽  
Clinical Teachers ◽  
Teachers Perspectives

scholarly journals Addressing Military Cultural Competence in Medical Education

2017 ◽  
Vol 92 (12) ◽  
pp. 1653-1654 ◽  
Author(s):  
Marianne Mathewson-Chapman ◽  
Helena J. Chapman
Keyword(s):  
Medical Education ◽  
Cultural Competence ◽  
Military Cultural Competence

scholarly journals Racial stereotyping and cultural competence: improving medical education

2014 ◽  
Vol 17 (2) ◽  
pp. 69-74 ◽  
Author(s):  
Jorge Soler-González ◽  
Antoni Rodríguez-Rosich ◽  
Josep Ramon Marsal-Mora
Keyword(s):  
Medical Education ◽  
Cultural Competence ◽  
Racial Stereotyping

scholarly journals Motivators and Incentives of Pediatric Medical Educators in an Academic Hospital Setting in the United States

2019 ◽  
Vol 2 (2) ◽  
pp. 25-28
Author(s):  
Jackie C. Fuller ◽  
Mary C. Ottolini
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Hospital Setting ◽  
The United States ◽  
Clinical Teachers ◽  
Graduate Medical ◽  
Creative Commons ◽  
Quality Patient Care ◽  
Academic Teaching Hospital ◽  
Medical Educators

Graduate medical education (GME) has undergone a phenomenal transformation aimed at aligning medical education and the learning environment with educational outcomes and quality patient care. The Accreditation Council for Graduate Medical Education (ACGME) has challenged faculty to adapt novel teaching methodologies. However, there are limited studies about motivational factors that impact pediatric graduate medical educators. This article brings an insight to these motivators from the perspectives of teaching and clinical pediatric educators at an academic teaching hospital. Key words: Graduate Medical Education • GME • Pediatrics • Medical Educators • Clinical Teachers • Motivators • Incentives • Hospital • Faculty   Copyright © 2018 Fuller et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Undergraduate Dermatology Medical Education: Results of a Large-Scale Patient Viewing Program

2019 ◽  
Vol 23 (5) ◽  
pp. 482-487
Author(s):  
Brittany A. M. Waller ◽  
Annie Liu ◽  
Patrick Fleming ◽  
Perla Lansang
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Primary Care Physicians ◽  
Test Score ◽  
Large Scale ◽  
Self Perception ◽  
Self Assessment ◽  
Clinical Teachers ◽  
Assessment Scores ◽  
Difficult Time

Background: Delivering quality dermatologic instruction to medical students can be difficult; time constraints, limited clinical teachers, and a lack of standardization pose challenges. The literature suggests that many trainees and primary care physicians could benefit from increased clinical dermatology teaching. Objective: We sought to deliver and analyze the results of a large-scale patient-viewing undergraduate dermatology education program. Methods: A total of 250 third-year medical students participated in a 32-station patient-viewing program. Voluntary pre- and posttest surveys were administered to evaluate knowledge and self-perceived abilities in dermatology. The identical tests were composed of 20 multiple-choice and 5 self-perception questions. Results: The response rate for completion of pre- and posttests was 24% (N = 59). Pre- and postknowledge test score means were 69.0% and 93.20%, respectively. Pre- and post–self-perception test score means were 3.95/10 and 7.25/10, respectively. Positive student feedback was received on the patient-viewing educational experience. Conclusion: Improvements in knowledge scores and self-assessment scores support the potential integration of structured patient-viewing teaching into undergraduate dermatology medical education curricula.

scholarly journals Critical Reflection on Own Beliefs for Cultural Competence in Medical Education: an Analysis of Tutors’ Reflective Narratives

2020 ◽  
Vol 9 (3) ◽  
pp. 273
Author(s):  
Costas S Constantinou ◽  
Panayiota Andreou ◽  
Alexia Papageorgiou ◽  
Peter McCrorie
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Cultural Competence ◽  
Quality Of Health Care ◽  
Critical Reflection ◽  
Cultural Beliefs ◽  
Training Model ◽  
Clinical Communication

Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background. Yet the guidelines for teaching students critical reflection on their own cultural beliefs are lacking. Based on the method of investigating short reflective narratives and Gibbs’ reflective cycle for development, this paper explores the experience of clinical communication tutors’ in examining cultural competence in OSCEs, how they felt, analyzed and concluded, and examines their account on how to construct a training model for dealing with such challenge in medical education.

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