PDF(Pubmed)
Abstract：
UNASSIGNED: Cultural humility is a lifelong commitment to self-evaluation, redressing power imbalances in patient-physician relationships and developing mutually trusting beneficial partnerships.
UNASSIGNED: The objective of this study was to determine the feasibility and efficacy of cultural humility training.
UNASSIGNED: From July 2020-March 2021, 90-minute educational workshops attended by 133 medical students, resident physicians and medical education faculty included 1) pre- and post- intervention surveys; 2) interactive presentation on equity and cultural humility principles; 3) participants explored sociocultural identities and power; and 4) reflective group discussions.
UNASSIGNED: There were significant increases from pre to post intervention assessments for perception scores (3.89 [SEM= 0.04] versus 4.22 [0.08], p<0.001) and knowledge scores (0.52 [0.02] versus 0.67 [0.02], p<0.001). Commonest identities participants recognized as changing over time were personality = 40%, appearance = 36%, and age =35%. Commonest identities experienced as oppressed/subjugated were race/ethnicity = 54%, gender = 40% and religion = 28%; whilst commonest identities experienced as privileged were gender= 49%, race/ethnicity = 42% and appearance= 25%. Male participants assigned mean power score of 73% to gender identity compared to mean power score of -8% by female participants (P<0.001). Non-Hispanic Whites had mean power score for race identity of 62% compared to 13% for non-white participants (p<0.001). English as a second language was only acknowledged as an oppressed/subjugated identity by those born outside the United States (p<0.001).
UNASSIGNED: An interactive educational workshop can increase participants\' knowledge and perceptions regarding cultural humility. Participants can self-reflect to recognize sociocultural identities that are oppressed/subjugated or privileged.
UNASSIGNED: The objective of this study was to determine the feasibility and efficacy of cultural humility training.
UNASSIGNED: From July 2020-March 2021, 90-minute educational workshops attended by 133 medical students, resident physicians and medical education faculty included 1) pre- and post- intervention surveys; 2) interactive presentation on equity and cultural humility principles; 3) participants explored sociocultural identities and power; and 4) reflective group discussions.
UNASSIGNED: There were significant increases from pre to post intervention assessments for perception scores (3.89 [SEM= 0.04] versus 4.22 [0.08], p<0.001) and knowledge scores (0.52 [0.02] versus 0.67 [0.02], p<0.001). Commonest identities participants recognized as changing over time were personality = 40%, appearance = 36%, and age =35%. Commonest identities experienced as oppressed/subjugated were race/ethnicity = 54%, gender = 40% and religion = 28%; whilst commonest identities experienced as privileged were gender= 49%, race/ethnicity = 42% and appearance= 25%. Male participants assigned mean power score of 73% to gender identity compared to mean power score of -8% by female participants (P<0.001). Non-Hispanic Whites had mean power score for race identity of 62% compared to 13% for non-white participants (p<0.001). English as a second language was only acknowledged as an oppressed/subjugated identity by those born outside the United States (p<0.001).
UNASSIGNED: An interactive educational workshop can increase participants\' knowledge and perceptions regarding cultural humility. Participants can self-reflect to recognize sociocultural identities that are oppressed/subjugated or privileged.
摘要：
■文化谦逊是对自我评价的终身承诺，纠正医患关系中的权力失衡，发展相互信任的有益伙伴关系。
■本研究的目的是确定文化谦卑训练的可行性和有效性。
■从2020年7月到2021年3月，有133名医学生参加的90分钟教育研讨会，住院医师和医学教育教师包括1)干预前和干预后的调查;2)关于公平和文化谦逊原则的互动演示;3)参与者探索社会文化身份和权力;和4)反思小组讨论。
■从干预前到干预后的感知分数评估显着增加（3.89[SEM=0.04]对4.22[0.08]，p<0.001)和知识分数(0.52[0.02]对0.67[0.02]，p<0.001)。被认为随时间变化的最常见的身份参与者是个性=40%，外观=36%，年龄=35%。遭受压迫/征服的最常见身份是种族/民族=54％，性别=40%，宗教=28%；而经历特权的最常见身份是性别=49%，种族/民族=42%，外貌=25%。男性参与者的性别认同平均功率得分为73％，而女性参与者的平均功率得分为-8％（P<0.001）。非西班牙裔白人的种族认同感平均功率评分为62％，而非白人参与者为13％（p<0.001）。英语作为第二语言仅被美国以外出生的人视为受压迫/征服的身份（p<0.001）。
■互动教育研讨会可以增加参与者关于文化谦逊的知识和看法。参与者可以自我反思，以识别被压迫/征服或特权的社会文化身份。
■本研究的目的是确定文化谦卑训练的可行性和有效性。
■从2020年7月到2021年3月，有133名医学生参加的90分钟教育研讨会，住院医师和医学教育教师包括1)干预前和干预后的调查;2)关于公平和文化谦逊原则的互动演示;3)参与者探索社会文化身份和权力;和4)反思小组讨论。
■从干预前到干预后的感知分数评估显着增加（3.89[SEM=0.04]对4.22[0.08]，p<0.001)和知识分数(0.52[0.02]对0.67[0.02]，p<0.001)。被认为随时间变化的最常见的身份参与者是个性=40%，外观=36%，年龄=35%。遭受压迫/征服的最常见身份是种族/民族=54％，性别=40%，宗教=28%；而经历特权的最常见身份是性别=49%，种族/民族=42%，外貌=25%。男性参与者的性别认同平均功率得分为73％，而女性参与者的平均功率得分为-8％（P<0.001）。非西班牙裔白人的种族认同感平均功率评分为62％，而非白人参与者为13％（p<0.001）。英语作为第二语言仅被美国以外出生的人视为受压迫/征服的身份（p<0.001）。
■互动教育研讨会可以增加参与者关于文化谦逊的知识和看法。参与者可以自我反思，以识别被压迫/征服或特权的社会文化身份。
