Abstract：
UNASSIGNED: Introducing medical students to the concept of Cultural Humility, we devised a teaching initiative for students to consider how power manifests through the use of language in clinical communication, with a focus on General Practice. Cultural Humility is a pedagogical framework, introduced by Tervalon and Murray-Garcia, to address what they consider as the limitations of the Cultural Competence model.
UNASSIGNED: Our teaching initiative specifically focused on power in clinical communication, both oral consultations and written notes. The session was delivered to third-year medical students during their first \'clinical\' year, where they regularly witness and are involved in clinical communication across primary and secondary care placements. Ethical approval was in place to analyse students\' reflections on the session.
UNASSIGNED: Students who attended engaged well. They evaluated the session positively as increasing their awareness of the power of clinical language in negatively stereotyping and dehumanising patients. They demonstrated Cultural Humility in their reflections of the unintentional harm of clinical language commonly used for the doctor-patient relationship. However, most striking for us, and where our learning as educators lies, was the low attendance at the session, despite our attempts to underline clinical relevance and importance for development as future doctors.
UNASSIGNED: This article offers a framework for educators interested in Cultural Humility. The implications of this initiative are how (or how not) to develop and deliver training in this space. More consideration is required as educators, including around our own language, as to how to engage students to think around the complex topic of power.
UNASSIGNED: Our teaching initiative specifically focused on power in clinical communication, both oral consultations and written notes. The session was delivered to third-year medical students during their first \'clinical\' year, where they regularly witness and are involved in clinical communication across primary and secondary care placements. Ethical approval was in place to analyse students\' reflections on the session.
UNASSIGNED: Students who attended engaged well. They evaluated the session positively as increasing their awareness of the power of clinical language in negatively stereotyping and dehumanising patients. They demonstrated Cultural Humility in their reflections of the unintentional harm of clinical language commonly used for the doctor-patient relationship. However, most striking for us, and where our learning as educators lies, was the low attendance at the session, despite our attempts to underline clinical relevance and importance for development as future doctors.
UNASSIGNED: This article offers a framework for educators interested in Cultural Humility. The implications of this initiative are how (or how not) to develop and deliver training in this space. More consideration is required as educators, including around our own language, as to how to engage students to think around the complex topic of power.
摘要：
■向医学生介绍文化谦逊的概念，我们设计了一个教学计划，让学生考虑如何通过在临床交流中使用语言来体现力量，专注于全科医学。文化谦逊是一个教学框架，由Tervalon和Murray-Garcia介绍,以解决他们认为的文化能力模型的局限性。
■我们的教学计划专门针对临床交流中的力量，口头磋商和书面说明。该课程在他们的第一个“临床”年度面向三年级医学生，他们定期见证并参与初级和二级护理实习的临床沟通。道德上的认可已经到位，以分析学生对会议的思考。
■参加的学生很好。他们对会议进行了积极的评价，因为他们提高了对临床语言在负面刻板印象和非人性化患者中的力量的认识。他们在反映通常用于医患关系的临床语言的无意伤害时表现出文化谦卑。然而,对我们来说最引人注目的是，以及我们作为教育者的学习所在，出席会议的人很少，尽管我们试图强调临床相关性和作为未来医生发展的重要性。
■本文为对文化谦逊感兴趣的教育者提供了一个框架。这一举措的含义是如何(或如何不)在这一领域发展和提供培训。作为教育工作者需要更多的考虑，包括我们自己的语言，如何让学生围绕权力这个复杂的话题进行思考。
■我们的教学计划专门针对临床交流中的力量，口头磋商和书面说明。该课程在他们的第一个“临床”年度面向三年级医学生，他们定期见证并参与初级和二级护理实习的临床沟通。道德上的认可已经到位，以分析学生对会议的思考。
■参加的学生很好。他们对会议进行了积极的评价，因为他们提高了对临床语言在负面刻板印象和非人性化患者中的力量的认识。他们在反映通常用于医患关系的临床语言的无意伤害时表现出文化谦卑。然而,对我们来说最引人注目的是，以及我们作为教育者的学习所在，出席会议的人很少，尽管我们试图强调临床相关性和作为未来医生发展的重要性。
■本文为对文化谦逊感兴趣的教育者提供了一个框架。这一举措的含义是如何(或如何不)在这一领域发展和提供培训。作为教育工作者需要更多的考虑，包括我们自己的语言，如何让学生围绕权力这个复杂的话题进行思考。
