Abstract：
BACKGROUND AND OBJECTIVES:Family physicians are expected to provide culturally sensitive care. However, teaching about cultural diversity and measuring educational outcomes can be challenging. We describe a diversity curriculum based on the concept of cultural humility, which includes participatory didactic and structured learning activities. METHODS:Two classes of second-year family medicine residents participated in a yearlong diversity curriculum. Self-assessment and observational data were collected before and after the curriculum. RESULTS:Observational data showed that residents increased patient involvement during office visits. Ratings by announced and unannounced simulated patients indicated that residents were attentive to the patient's perspective and social context. Resident ratings indicated high satisfaction with the learning activities. Self-assessment data did not show significant changes in residents' perception of their ability to work with particular patients. CONCLUSIONS:Participatory learning activities that focus on cultural humility are a promising approach for diversity education.
journal_name
Fam Medjournal_title
Family medicineauthors
Juarez JA,Marvel K,Brezinski KL,Glazner C,Towbin MM,Lawton Ssubject
Has Abstractpub_date
2006-02-01 00:00:00pages
97-102issue
2eissn
0742-3225issn
1938-3800journal_volume
38pub_type
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