{Reference Type}: Journal Article
{Title}: Integrating Cultural Humility into Medical Education Using a Structured and Interactive Workshop.
{Author}: Ogunyemi D;Thind BS;Teixeira A;Sams CM;Ojo M;Dinkins GAE;Serseni D;
{Journal}: Adv Med Educ Pract
{Volume}: 15
{Issue}: 0
{Year}: 2024
暂无{DOI}: 10.2147/AMEP.S460970
{Abstract}: <B>UNASSIGNED: </B>Cultural humility is a lifelong commitment to self-evaluation, redressing power imbalances in patient-physician relationships and developing mutually trusting beneficial partnerships.<BR><B>UNASSIGNED: </B>The objective of this study was to determine the feasibility and efficacy of cultural humility training.<BR><B>UNASSIGNED: </B>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.<BR><B>UNASSIGNED: </B>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).<BR><B>UNASSIGNED: </B>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.