背景:指导计划是一种用于增加学术医学中历史上代表性不足群体的多样性和参与度的机制。然而,需要更多的知识,关于指导经验,以及文化相关的概念和观点如何影响不同的学生,学员,和教师的成功。此案例研究利用了文化参与校园环境(CECE)模型,该模型考察了学生在高等教育中的经历。我们使用此模型来检查黑人和拉丁教师的指导经验,并为医学教育连续体提供实际意义。
方法:我们的研究方法最好通过定性调查来理解,该调查源于单案例研究,可以深入了解告知现象的背景。现象学处于有利地位,有助于理解科学和卫生专业。选择标准包括自我认定为黑人或拉丁裔的个人;包括所有教职员工的队伍和曲目。本分析侧重于8次半结构化访谈,平均长度为3小时。
结果:研究结果集中在文化相关性领域,参与者的叙述揭示了指导与文化熟悉的联系,文化相关知识,文化服务和参与,文化验证。
结论:使用文化相关性指标可以为指导计划的创建和发展提供信息,以全面支持历史上代表性不足的学员和教职员工。含义还集中在导师的发展和倡导将文化谦卑纳入指导过程中。实践的含义为文化相关指导(CRM)的新框架提供了可能性。通过这个框架,我们的目标是加强和促进包容性的学习环境和职业发展。
BACKGROUND: Mentoring programs are one mechanism used to increase diversity and participation of historically underrepresented groups in academic medicine. However, more knowledge is needed about the mentoring experiences and how culturally relevant concepts and perspectives may influence diverse students, trainees, and faculty success. This
case study utilized the Culturally Engaging Campus Environments (CECE) model which examines the experiences of students in higher education. We used this model to examine the mentoring experiences of Black and Latine faculty and offer practical implications for the medical education continuum.
METHODS: Our research approach is best understood through qualitative inquiry stemming from a single-
case study which allowed for in-depth understanding of the contexts informing the phenomenon. Phenomenology is well positioned to contribute to understanding science and health professions. Selection criteria included individuals who self-identified as Black or Latine; inclusive of all faculty ranks and tracks. This analysis focuses on 8 semi-structured interviews, averaging 3 h in length.
RESULTS: Findings centered on the area of cultural relevance, and participant narratives revealed the connection of mentoring with cultural familiarity, culturally relevant knowledge, cultural service and engagement, and cultural validation.
CONCLUSIONS: The use of cultural relevance indicators can inform the creation and evolution of mentoring programs towards holistic support of historically underrepresented trainees and faculty. Implications also focus on the development of mentors and championing the incorporation of cultural humility in the mentoring process. The implications in praxis offers the possibility for a new framework for culturally relevant mentoring (CRM). Through this framework we aim to enhance and facilitate inclusive learning environments and career development.