PDF(Pubmed)
Abstract：
Due to growing health disparities in underserved communities, a comprehensive approach is needed to train physicians to work effectively with patients who have cultures and belief systems different from their own. To address these complex healthcare inequities, Rowan-Virtua SOM implemented a new curriculum, The Tensegrity Curriculum, designed to expand beyond just teaching skills of cultural competence to include trainees\' exploration of cultural humility. The hypothesis is that this component of the curriculum will mitigate health inequity by training physicians to recognize and interrupt the bias within themselves and within systems. Early outcomes of this curricular renewal process reveal increased student satisfaction as measured by course evaluations. Ongoing course assessments examine deeper understanding of the concepts of implicit bias, social determinants of health, systemic discrimination and oppression as measured by performance on graded course content, and greater commitment to continual self-evaluation and critique throughout their careers as measured by course feedback. Structured research is needed to understand the relationship between this longitudinal and integrated curricular design, and retainment or enhancement of empathy during medical training, along with its impact on health disparities and community-based outcomes.
摘要：
由于服务不足社区的健康差距越来越大，需要一种全面的方法来训练医生有效地与文化和信仰体系不同的患者合作。为了解决这些复杂的医疗保健不平等，Rowan-VirtuaSOM实施了新课程，张力课程，旨在超越文化能力的教学技能，包括学员对文化谦逊的探索。假设是，课程的这一部分将通过培训医生认识和中断自己和系统内的偏见来减轻健康不平等。课程更新过程的早期结果显示，通过课程评估来衡量，学生的满意度有所提高。正在进行的课程评估检查对内隐偏见概念的更深入理解，健康的社会决定因素，以分级课程内容的表现衡量的系统性歧视和压迫，并通过课程反馈衡量，在整个职业生涯中继续进行自我评估和批评。需要进行结构化研究，以了解这种纵向和综合课程设计之间的关系，以及在医疗训练期间保持或增强同理心，以及它对健康差异和基于社区的结果的影响。
