PURPOSE: To determine whether the effects of a patient-centered cultural competence curriculum could be sustained for one year. METHOD:In 2006, 57 fifth-year medical students at National Taiwan University were randomly assigned either to a group that received training in patient-centered cross-cultural communication skills or one that received no training. Students' scores on objective structured clinical exams (OSCEs) were compared in the realms of exploring (1) patient perspectives and (2) social factors related to illness, immediately after training (OSCE1) and one year after training (OSCE2). RESULTS: Regarding students' exploration of patient perspectives, the intervention group scored significantly higher than the control group at OSCE1, but there was a significant decrease from OSCE1 to OSCE2 in the intervention group and no significant difference between the intervention and control group at OSCE2. Regarding students' exploration of social factors related to illness, the intervention group scored significantly higher than the control group at OSCE1, with a nonsignificant decrease from OSCE1 to OSCE2 in the two groups, such that the intervention group again scored higher than the control group in OSCE2. CONCLUSIONS: The effect of a patient-centered cultural competence training curriculum on students' exploration of social factors related to illness was sustained to a significant degree after one year, whereas the effects on students' exploration of patient perspectives were not. Further research is needed to determine the extent to which additional training can prevent the loss of student skills.
RCT Entities:
PURPOSE: To determine whether the effects of a patient-centered cultural competence curriculum could be sustained for one year. METHOD: In 2006, 57 fifth-year medical students at National Taiwan University were randomly assigned either to a group that received training in patient-centered cross-cultural communication skills or one that received no training. Students' scores on objective structured clinical exams (OSCEs) were compared in the realms of exploring (1) patient perspectives and (2) social factors related to illness, immediately after training (OSCE1) and one year after training (OSCE2). RESULTS: Regarding students' exploration of patient perspectives, the intervention group scored significantly higher than the control group at OSCE1, but there was a significant decrease from OSCE1 to OSCE2 in the intervention group and no significant difference between the intervention and control group at OSCE2. Regarding students' exploration of social factors related to illness, the intervention group scored significantly higher than the control group at OSCE1, with a nonsignificant decrease from OSCE1 to OSCE2 in the two groups, such that the intervention group again scored higher than the control group in OSCE2. CONCLUSIONS: The effect of a patient-centered cultural competence training curriculum on students' exploration of social factors related to illness was sustained to a significant degree after one year, whereas the effects on students' exploration of patient perspectives were not. Further research is needed to determine the extent to which additional training can prevent the loss of student skills.
Authors: Mary Catherine Beach; Eboni G Price; Tiffany L Gary; Karen A Robinson; Aysegul Gozu; Ana Palacio; Carole Smarth; Mollie W Jenckes; Carolyn Feuerstein; Eric B Bass; Neil R Powe; Lisa A Cooper Journal: Med Care Date: 2005-04 Impact factor: 2.983
Authors: Eboni G Price; Mary Catherine Beach; Tiffany L Gary; Karen A Robinson; Aysegul Gozu; Ana Palacio; Carole Smarth; Mollie Jenckes; Carolyn Feuerstein; Eric B Bass; Neil R Powe; Lisa A Cooper Journal: Acad Med Date: 2005-06 Impact factor: 6.893
Authors: Alexander R Green; Elizabeth Miller; Edward Krupat; Augustus White; William C Taylor; David A Hirsh; Rebbecca P Wilson; Joseph R Betancourt Journal: Ethn Dis Date: 2007 Impact factor: 1.847
Authors: Joel Rosen; Erica S Spatz; Annelise M J Gaaserud; Henry Abramovitch; Baruch Weinreb; Neil S Wenger; Carmi Z Margolis Journal: Med Teach Date: 2004-03 Impact factor: 3.650
Authors: Conor Gilligan; Martine Powell; Marita C Lynagh; Bernadette M Ward; Chris Lonsdale; Pam Harvey; Erica L James; Dominique Rich; Sari P Dewi; Smriti Nepal; Hayley A Croft; Jonathan Silverman Journal: Cochrane Database Syst Rev Date: 2021-02-08
Authors: Geurt Essers; Sandra van Dulmen; Chris van Weel; Cees van der Vleuten; Anneke Kramer Journal: BMC Fam Pract Date: 2011-12-13 Impact factor: 2.497
Authors: Lynn V Monrouxe; Madawa Chandratilake; Katherine Gosselin; Charlotte E Rees; Ming-Jung Ho Journal: Med Educ Date: 2017-04-25 Impact factor: 6.251
Authors: E Teunissen; K Gravenhorst; C Dowrick; E Van Weel-Baumgarten; F Van den Driessen Mareeuw; T de Brún; N Burns; C Lionis; F S Mair; C O'Donnell; M O'Reilly-de Brún; M Papadakaki; A Saridaki; W Spiegel; C Van Weel; M Van den Muijsenbergh; A MacFarlane Journal: Int J Equity Health Date: 2017-02-10
Authors: Eliut Rivera-Segarra; Paola Carminelli-Corretjer; Nelson Varas-Díaz; Torsten B Neilands; Lawrence H Yang; Guillermo Bernal Journal: Front Psychiatry Date: 2020-03-27 Impact factor: 4.157