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dc.contributor.authorFerguson, Warren J.
dc.contributor.authorKeller, David M.
dc.contributor.authorHaley, Heather-Lyn
dc.contributor.authorQuirk, Mark E.
dc.date2022-08-11T08:08:35.000
dc.date.accessioned2022-08-23T16:00:18Z
dc.date.available2022-08-23T16:00:18Z
dc.date.issued2003-12-01
dc.date.submitted2012-03-14
dc.identifier.citation<p>Acad Med. 2003 Dec;78(12):1221-8.</p>
dc.identifier.issn1040-2446 (Linking)
dc.identifier.pmid14660421
dc.identifier.urihttp://hdl.handle.net/20.500.14038/30854
dc.description.abstractThe Liaison Committee on Medical Education recently set standards for cultural diversity training as part of the medical school curriculum. To the authors' knowledge, this is the first description of a faculty-development program designed to develop the capacity of the clinical faculty to integrate culture and advocacy education into clinical training. The paper describes the first two years of the development of an ongoing cultural competence curriculum that has been integrated into the training of community preceptors from 13 medical schools in New England and New York. The training, entitled"Teaching the Culture of the Community," consists of four 2.5-hour modules that include interactive lectures and small-group role-play exercises on cultural needs assessment, patient-centered interviewing, feedback on cultural issues and use of the community to enhance cultural understanding. The 137 participants in the first two years of the program (1999-00 and 2000-01) reported a high level of acceptance of the curriculum. In the second year, the program began to document participants' self-reported"intention to change" in relation to the cultural competence curriculum. Many participants reported plans to change aspects of their clinical care and their teaching practices. Intentions to change were most frequently expressed in the context of content on effective communication skills. In summary, cultural competency training has been successfully integrated into an existing faculty-development program for community-based preceptors.
dc.language.isoen_US
dc.relation<a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=14660421&dopt=Abstract">Link to Article in PubMed</a>
dc.relation.urlhttp://journals.lww.com/academicmedicine/Fulltext/2003/12000/Developing_Culturally_Competent_Community_Faculty_.5.aspx
dc.subject*Clinical Competence
dc.subject*Cultural Diversity
dc.subject*Curriculum
dc.subjectEducation, Medical, Undergraduate
dc.subjectFaculty, Medical
dc.subjectFemale
dc.subjectHumans
dc.subjectMale
dc.subjectModels, Educational
dc.subjectProgram Evaluation
dc.subjectQuestionnaires
dc.subjectTeaching
dc.subjectCommunity Health and Preventive Medicine
dc.subjectMedical Education
dc.subjectPreventive Medicine
dc.subjectPrimary Care
dc.titleDeveloping culturally competent community faculty: a model program
dc.typeJournal Article
dc.source.journaltitleAcademic medicine : journal of the Association of American Medical Colleges
dc.source.volume78
dc.source.issue12
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/fmch_articles/181
dc.identifier.contextkey2667564
html.description.abstract<p>The Liaison Committee on Medical Education recently set standards for cultural diversity training as part of the medical school curriculum. To the authors' knowledge, this is the first description of a faculty-development program designed to develop the capacity of the clinical faculty to integrate culture and advocacy education into clinical training. The paper describes the first two years of the development of an ongoing cultural competence curriculum that has been integrated into the training of community preceptors from 13 medical schools in New England and New York. The training, entitled"Teaching the Culture of the Community," consists of four 2.5-hour modules that include interactive lectures and small-group role-play exercises on cultural needs assessment, patient-centered interviewing, feedback on cultural issues and use of the community to enhance cultural understanding. The 137 participants in the first two years of the program (1999-00 and 2000-01) reported a high level of acceptance of the curriculum. In the second year, the program began to document participants' self-reported"intention to change" in relation to the cultural competence curriculum. Many participants reported plans to change aspects of their clinical care and their teaching practices. Intentions to change were most frequently expressed in the context of content on effective communication skills. In summary, cultural competency training has been successfully integrated into an existing faculty-development program for community-based preceptors.</p>
dc.identifier.submissionpathfmch_articles/181
dc.contributor.departmentDepartment of Family Medicine and Community Health
dc.contributor.departmentDepartment of Pediatrics
dc.source.pages1221-8


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