Abstract：
OBJECTIVE: Despite increases in the US foreign-born population, medical education opportunities in immigrant and refugee health (IRH) remain limited. We summarize findings for published IRH curricula and offer recommendations for integrating IRH into pediatric residency programs.
METHODS: We performed a literature review of articles describing the design, implementation, or assessment of IRH curricula for US-based undergraduate and graduate medical trainees.
RESULTS: The literature review identified 36 articles from 21 institutions describing 37 unique curricula. Three curricula included pediatric residency programs. Commonly taught topics included cultural humility, interpreter use, and immigration status as a social determinant of health. Immigrant-focused training experiences existed at continuity clinics, clinics for refugees or asylum seekers, and dedicated electives/rotations. Curricula were most frequently described as stand-alone electives/rotations.
CONCLUSIONS: IRH curricula provide opportunities to develop skills in clinical care, advocacy, and community partnerships with immigrant populations. Pediatric residency programs should align the IRH curriculum with existing learning priorities, support and hire faculty with expertise in IRH, and partner with community organizations with expertise. Programs can also consider how to best support learners interested in careers focusing on immigrant populations. Further work is needed to establish competencies and validated tools measuring trainee satisfaction and clinical competency for IRH curricula.
METHODS: We performed a literature review of articles describing the design, implementation, or assessment of IRH curricula for US-based undergraduate and graduate medical trainees.
RESULTS: The literature review identified 36 articles from 21 institutions describing 37 unique curricula. Three curricula included pediatric residency programs. Commonly taught topics included cultural humility, interpreter use, and immigration status as a social determinant of health. Immigrant-focused training experiences existed at continuity clinics, clinics for refugees or asylum seekers, and dedicated electives/rotations. Curricula were most frequently described as stand-alone electives/rotations.
CONCLUSIONS: IRH curricula provide opportunities to develop skills in clinical care, advocacy, and community partnerships with immigrant populations. Pediatric residency programs should align the IRH curriculum with existing learning priorities, support and hire faculty with expertise in IRH, and partner with community organizations with expertise. Programs can also consider how to best support learners interested in careers focusing on immigrant populations. Further work is needed to establish competencies and validated tools measuring trainee satisfaction and clinical competency for IRH curricula.
摘要：
目标：尽管美国外国出生人口有所增加，移民和难民健康（IRH）方面的医学教育机会仍然有限。我们总结了已发布的IRH课程的发现，并提供了将IRH纳入儿科住院医师计划的建议。
方法：我们对描述设计的文章进行了文献综述，实施，或评估美国本科和研究生医学学员的IRH课程。
结果：文献综述确定了来自21个机构的36篇文章，描述了37个独特的课程。三个课程包括儿科住院医师计划。通常教授的主题包括文化谦逊，解释器使用,和移民身份是健康的社会决定因素。连续性诊所存在以移民为重点的培训经验，难民或寻求庇护者诊所，和专门的选修/轮换。课程最常被描述为独立的选修课/轮换。
结论：IRH课程提供了发展临床护理技能的机会，倡导，以及与移民人口的社区伙伴关系。儿科住院医师计划应将IRH课程与现有的学习重点保持一致，支持和聘请具有IRH专业知识的教师，并与具有专业知识的社区组织合作。课程还可以考虑如何最好地支持对专注于移民人口的职业感兴趣的学习者。需要进一步的工作来建立能力和经过验证的工具，以衡量IRH课程的受训者满意度和临床能力。
方法：我们对描述设计的文章进行了文献综述，实施，或评估美国本科和研究生医学学员的IRH课程。
结果：文献综述确定了来自21个机构的36篇文章，描述了37个独特的课程。三个课程包括儿科住院医师计划。通常教授的主题包括文化谦逊，解释器使用,和移民身份是健康的社会决定因素。连续性诊所存在以移民为重点的培训经验，难民或寻求庇护者诊所，和专门的选修/轮换。课程最常被描述为独立的选修课/轮换。
结论：IRH课程提供了发展临床护理技能的机会，倡导，以及与移民人口的社区伙伴关系。儿科住院医师计划应将IRH课程与现有的学习重点保持一致，支持和聘请具有IRH专业知识的教师，并与具有专业知识的社区组织合作。课程还可以考虑如何最好地支持对专注于移民人口的职业感兴趣的学习者。需要进一步的工作来建立能力和经过验证的工具，以衡量IRH课程的受训者满意度和临床能力。
