Medical Training in Diversity: Disparity Across Cultures

多元化的医疗培训：跨文化的差异

• 批准号: 7269428
• 负责人: KIM S GRISWOLD
• 金额: $ 11.71万
• 依托单位: STATE UNIVERSITY OF NEW YORK AT BUFFALO
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-07-22 至 2011-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7269428
• 关键词: Active Learning; Address; Advocate; Area; Asthma; Attention; Award; Behavioral; Biological; Cancer Death Rates; Centers for Disease Control and Prevention (U.S.); Cessation of life; Clinical; Collaborations; Communication; Communities; Community Physician; Competence; Development; Diabetes Mellitus; Educational Curriculum; Educational Models; Educational process of instructing; Environment; Evaluation; Faculty; Feedback; HIV; Health; Health Care Sector; Health Insurance; Health Personnel; Health Status Indicators; Healthcare; Healthcare Systems; Heart Diseases; Immersion Investigative Technique; Institutionalization; Learning; Literature; Malignant neoplasm of lung; Medical; Medical Faculty; Medicine; Minority; Modeling; Morbidity - disease rate; Outcome; Outcome Measure; Participant; Patient Care; Patients; Physicians; Plant Roots; Policies; Population; Poverty; Practice Management; Process; Publishing; Race; Rate; Research; Rural; Series; Stroke; Students; Teaching Method; Testing; Trainers Training; Training; Universities; Vacuum; abstracting; base; design; ethnic minority population; health disparity; improved; male; mortality; practical application; programs; racial and ethnic; teacher; theories; trend; virtual

DESCRIPTION (provided by applicant): Much literature on cultural competence curricula is focused on content, with limited evidence on experiential (learning by doing) instructional models. Likewise, there are few examples of curricula that address the connection between inadequate health workforce diversity and health disparities. This proposal will make a significant contribution in both areas. Building upon the candidate's track record, this Academic Award will support her continued development of new instructional models for teaching cultural competence based on experiential learning theory. The candidate will draw on existing curricular content in collaboration with other K07 awardees. The Specific Aims are (1) to develop and test new experiential instructional models for teaching cultural competence to faculty, medical students, residents, and community physicians; (2) to deploy existing curricular content (from other K07 awardees and the literature) in the experiential models developed under this proposal; and (3) to develop curricular content for teaching rationale and practical application of workforce diversity strategies as part of practice management modules in faculty, resident, and CME training. The proposal will develop and test at least four new experiential model approaches for cultural competence teaching in academic and community settings: (1) a Virtual Patient-Diversity Case DVD Series; (2) Community Immersion Sessions; (3) Patients as Teachers Formats; and (4) Diversity Learning Teams. Formative and summative evaluation will seek feedback on program aims, teaching methods, and content. Outcome evaluation will be based on process and outcome measures. Institutionalization will occur on two parallel tracks designed to spawn systemic change: (1) a "Diversity Executive Council" will provide a forum for coordinating policy between the University and the health care sector; and (2) a cascading faculty development (train-the-trainer) strategy that will create faculty "champions" for department-level cross-cultural training. The proposal is designed to achieve maximum impact and mitigation of disparities overtime. (End of Abstract)

描述（由申请人提供）： 许多关于文化能力课程的文献都集中在内容上，而关于文化能力课程的证据有限 体验式（边做边学）教学模式。同样，很少有课程能够解决卫生人力多样性不足与健康差异之间的联系。 该提案将在这两个领域做出重大贡献。基于候选人的往绩，该学术奖将支持她继续开发基于体验式学习理论的文化能力教学新教学模式。候选人将与其他 K07 获奖者合作，利用现有的课程内容。具体目标是 (1) 开发和测试新的体验式教学模式，向教师、医学生、住院医生和社区医生教授文化能力； (2) 将现有课程内容（来自其他 K07 获奖者和文献）部署到根据本提案开发的体验模型中； (3) 开发劳动力多元化策略的教学原理和实际应用的课程内容，作为教员、住院医师和继续医学教育培训实践管理模块的一部分。该提案将开发和测试至少四种在学术和社区环境中进行文化能力教学的新体验式模型方法：(1) 虚拟患者多样性案例 DVD 系列； (2) 社区沉浸课程； (3) 病人为师格式； (4) 多元化学习团队。形成性和终结性评估将寻求有关项目目标、教学方法和内容的反馈。结果评估将基于过程和结果测量。制度化将在两条平行轨道上进行，旨在引发系统性变革：（1）“多样性执行委员会”将提供一个论坛，用于协调不同群体之间的政策。 大学和医疗保健部门； (2) 级联教师发展（培训师培训）战略，将培养院系级跨文化培训的教师“冠军”。该提案旨在实现最大影响并减少加班差异。 （摘要完）