Journal article
Cultural competence and simulated patients.
- Paroz S Department of Community Medicine and Public Health, Lausanne University Hospital, Switzerland. sophie.paroz@chuv.ch.
- Daele A Centre for Teaching and Learning, University of Lausanne, Switzerland.
- Viret F Medical Education Unit of the Faculty of Biology and Medicine, University of Lausanne, Switzerland.
- Vadot S Medical Education Unit of the Faculty of Biology and Medicine, University of Lausanne, Switzerland.
- Bonvin R Medical Education Unit of the Faculty of Biology and Medicine, University of Lausanne, Switzerland.
- Bodenmann P Department of Ambulatory Care and Community Medicine, University of Lausanne, Switzerland.
- 2016-01-20
Published in:
- The clinical teacher. - 2016
Cultural Competency
Culture
Curriculum
Education, Medical
Humans
Patient Simulation
Physician-Patient Relations
Teaching
English
BACKGROUND
Cultural competence education is central in addressing the socio-cultural factors that affect health care; however, there is little agreement over the best teaching approach. Although simulated patients are widely used in medical education, little is known about their application to cultural competence education.
CONTEXT
At the Department of Ambulatory Care and Community Medicine, University of Lausanne, the content of a cultural competence education module for resident doctors was recently restructured, with a final session emphasising previous principles through a simulated patient-doctor encounter.
INNOVATION
We tested the feasibility of cultural competence training with simulated patients. We created two complementary case scenarios based on real clinical practice and focused on specific clinical skills. An interdisciplinary team trained two simulated patients, and a 90-minute pilot session took place. General satisfaction was high and the increased opportunity for interaction was greatly appreciated. According to the learners, the simulated case setting was relevant for improving self-reflection and cultural sensitivity: applying skills in the session enhanced perceived impact for 'real-world' practice. We tested the feasibility of cultural competence training with simulated patients
IMPLICATIONS
The use of patient-centred simulated clinical practice as a teaching approach seems to be advantageous in increasing providers' self-reflection about cultural competence and intensifying the impact of cultural competence education in clinical practice, and hopefully will improve the quality of care for every patient. Case scenarios based on a diversity of socio-cultural factors and oriented towards a broad skills set would seem preferable to avoid cultural drift and to enhance the learning of cultural approaches that are adaptable to every patient.
Cultural competence education is central in addressing the socio-cultural factors that affect health care; however, there is little agreement over the best teaching approach. Although simulated patients are widely used in medical education, little is known about their application to cultural competence education.
CONTEXT
At the Department of Ambulatory Care and Community Medicine, University of Lausanne, the content of a cultural competence education module for resident doctors was recently restructured, with a final session emphasising previous principles through a simulated patient-doctor encounter.
INNOVATION
We tested the feasibility of cultural competence training with simulated patients. We created two complementary case scenarios based on real clinical practice and focused on specific clinical skills. An interdisciplinary team trained two simulated patients, and a 90-minute pilot session took place. General satisfaction was high and the increased opportunity for interaction was greatly appreciated. According to the learners, the simulated case setting was relevant for improving self-reflection and cultural sensitivity: applying skills in the session enhanced perceived impact for 'real-world' practice. We tested the feasibility of cultural competence training with simulated patients
IMPLICATIONS
The use of patient-centred simulated clinical practice as a teaching approach seems to be advantageous in increasing providers' self-reflection about cultural competence and intensifying the impact of cultural competence education in clinical practice, and hopefully will improve the quality of care for every patient. Case scenarios based on a diversity of socio-cultural factors and oriented towards a broad skills set would seem preferable to avoid cultural drift and to enhance the learning of cultural approaches that are adaptable to every patient.
- Language
-
- English
- Open access status
- closed
- Identifiers
-
- DOI 10.1111/tct.12466
- PMID 26783081
- Persistent URL
- https://sonar.ch/global/documents/129867
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