| Literature DB >> 26511474 |
Amanda Whittal1,2, Ellen Rosenberg3.
Abstract
INTRODUCTION: In many countries doctors are seeing an increasing amount of immigrant patients. The communication and relationship between such groups often needs to be improved, with the crucial factor potentially being the basic attitudes (acculturation orientations) of the doctors and patients. This study therefore explores how acculturation orientations of Canadian doctors and immigrant patients impact the doctor-patient relationship.Entities:
Mesh:
Year: 2015 PMID: 26511474 PMCID: PMC4625472 DOI: 10.1186/s12939-015-0250-3
Source DB: PubMed Journal: Int J Equity Health ISSN: 1475-9276
Berry’s acculturation model
| Cultural maintenance (Of Immigrant OR Host Culture) | |||
|---|---|---|---|
| High | Low | ||
| Contact and Participation (Of Immigrant OR Host Culture) | High | Integration | Assimilation |
| Interest in maintaining one’s original culture while also participating in daily and social activities of the dominant group and with other ethnic and cultural groups | Individual does not wish to maintain his/her cultural identity and seeks daily interactions with other cultures | ||
| Low | Separation | Marginalization | |
| Individuals place a high value on holding onto their original culture and avoid interaction with others | Little possibility or interest in having relationships with others and little interest in or possibility of cultural maintenance (due primarily to experiences with discrimination or instituationalized, forced separation from others). | ||
(Berry, [21])
Modification of Berry’s model: the health consumer/health practitioner model
| Health consumer | ||||
|---|---|---|---|---|
| Health professional |
|
|
|
|
|
| Consensual | Problematic | Conflictual | Problematic |
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| Problematic | Consensual | Conflictual | Problematic |
|
| Conflictual | Conflictual | Conflictual | Conflictual |
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| Conflictual | Conflictual | Conflictual | Conflictual |
(Kazarian & Evans [23])
Verona coding: summary of numbers of patient cues and doctor responses for each doctor-patient pair
| Patient | A | B | C | D | E |
| Orientation | Separation | Integration | Integration | Integration | Integration |
| Cues | 31 | 53 | 57 | 46 | 33 |
| Concerns | 7 | 1 | 1 | 5 | 7 |
| TOTAL | 38 | 54 | 58 | 51 | 40 |
| Doctor | A | B | C | D | E |
| Orientation | Separation | Separation | Separation | Marginalization | Marginalization |
| Providing Space Responses | 43 | 32 | 49 | 18 | 33 |
| Acknowledge content (EPCAc) | 23 | 17 | 12 | 12 | 21 |
| Explore content (EPCEx) | 19 | 15 | 29 | 6 | 10 |
| Acknowledge affect (EPAAc) | 3 | 1 | |||
| Empathize (EPAEm) | 1 | 1 | 1 | ||
| Explore affect (EPAEx) | 4 | ||||
| Reducing Space Responses | 32 | 22 | 12 | 43 | 20 |
| Give information/advice (ERIa) | 32 | 20 | 11 | 42 | 20 |
| Switch subject (ERSw) | 2 | ||||
| Postpone (ERPp) | 1 | ||||
| TOTAL | 75 | 54 | 61 | 61 | 53 |
Themes from doctor and patient interviews, and their related content
| Doctor A | Doctor B | Doctor C | Doctor D | Doctor E |
| Challenges in treating immigrants | ||||
| Patients often not proactive | Needs more time to talk with/understand | Level of difficulty depends on how long patient was in their previous country | Level of difficulty depends how long they’ve been in Canada | Can be difficult adjusting communication to their level |
| Not sure they follow her advice | Not always sure they understand what she said and vice versa | Some are compliant but not proactive | Some immigrants have different perspectives on health. | Different approaches to medicine can be hard: many cultures not preventive |
| Hard to explain different concepts | Difficult to approach topic of background: where to start? | |||
| Hard to advise on psychosocial aspects but they play big role | Unknown daily parts of life that influence health, but neither side thinks to ask about | |||
| Beliefs can conflict | ||||
| Expectations | ||||
| Unclear what they expect her role to be | Sometimes they don’t follow advice because it’s different in their country | Different expectations of medicine (e.g. cures from pills) | Expects patients to take control of own health. | Sometimes they initially expect same treatment as they get in home country |
| Understanding | ||||
| Education makes a difference to how much they understand | Patients don’t always understand the health system. | Education makes a difference how much the they understand/respond to treatment. | It takes time for patients to understand the healthcare system. | Don’t always understand: |
| - role of the doctor | ||||
| - health system | ||||
| Keys to success/ideas for improvement | ||||
| More accessible community resources for psychosocial aspects | Adjusts approach depending on integration level | Understand bigger picture of where they come from | Both doctors and patients can adapt and meet in the middle | Establish rapport |
| Translators, even if person speaks English | Cultural sensitivity training | Interpreters would be useful | Be open to idea they won’t always take advice | |
| Questions about culture on health history form | Explain system when they first arrive | |||
| Patient A | Patient B | Patient C | Patient D | Patient E |
| (Philippines) | (China) | (Trinidad) | (Philippines) | (Brazil) |
| Attitudes/background | ||||
| Lived in 3 different countries (Saudi Arabia, Malaysia, Canada) | Eats healthy, tries to get physical activity | Took about 10 yearsto adjust to the culture | Medical advice falls in line with her own beliefs | Lives healthy lifestyle |
| Follows doctor advice but follows own diet | Believes in needing to adapt to new culture fully and with an open mind | Medical advice falls in line with own beliefs because she reads what’s going on in the country and tries to adapt | Learned to become healthier after pregnancy | Was willing to learn and adapt to Canadian syste |
| Dismisses difficult experiences with moving: one has to adapt | Hard to adapt at first | People who complain don’t accept that the system is just different | ||
| Healthcare experience in home country | ||||
| No healthcare in previous countries, have to pay for everything. | Had to pay for everything, much poorer conditions (e.g. no privacy from other patients) | Not as developed | Nothing free, have to pay for everything | Used to going to hospital for everything |
| Has pacemaker, wouldn’t have got that in Trinidad | ||||
| Healthcare experience in Canada | ||||
| Free care | Advice matches own beliefs. | All her needs are taken care of | Her expectations of the treatment are always met | Likes concept of family doctor and having history |
| Learned more about health | ||||
| Bad experience before present clinic | Problems finding doctor at first | Previous doctor was not attentive or caring | Problems finding doctor at first | Doesn’t like wait times |
| Long wait times, would rather pay and not have to wait. | ||||
| Experience with present doctor | ||||
| Likes doctor: good pep talks very happy | Likes doctor: supportive answers questions | Loves doctor: takes care of her concerns takes time with her | Likes doctor: makes her laugh feel comfortable truly cares | Likes doctor: takes time explains listens |
Six phase process of thematic analysis
| Phase | Description of the process |
|---|---|
| 1. Familiarizing yourself with your data: | Transcribing data (if necessary), reading and re-reading the data, noting down initial ideas. |
| 2. Generating initial codes: | Coding interesting features of the data in a systematic fashion across the entire data set, collating data relevant to each code. |
| 3. Searching for themes: | Collating codes in potential themes, gathering all data relevant to each potential theme. |
| 4. Reviewing themes: | Checking if the themes work in relation to the coded extracts (Level 1) and the entire data set (Level 2), generating a thematic ‘map’ of the analysis. |
| 5. Defining and naming themes: | Ongoing analysis to refine the specifics of each theme, and the overall story the analysis tells, generating clear definitions and names for each theme. |
| 6. Producing the report | The final opportunity for analysis. Selection of vivid, compelling extract examples, final analysis of selected extracts, relating back of the analysis to the research question and literature, producing a scholarly report of the analysis. |
Table of calculated acculturation orientation scores for doctors and patiens. Acculturation orientations (AO) of doctors and patients: highest scores indicate which orientation individuals lean towards the most, but are not completely exclusive of other orientations
| Proximity Score | Doctor A | Doctor B | Doctor C | Doctor D | Doctor E |
| Marginalization | 1.61 | 1.61 | 1.64 | 2.41 | 2.57 |
| Separation | 2.77 | 2.26 | 3.64 | 2.30 | 2.45 |
| Assimilation | 1.38 | 1.20 | 0.61 | 1.89 | 1.67 |
| Integration | 2.39 | 1.74 | 1.64 | 1.81 | 1.59 |
| Proximity Score | Patient A | Patient B | Patient C | Patient D | Patient E |
| Marginalization | 1.89 | 1.81 | 1.70 | 1.41 | 1.70 |
| Separation | 2.41 | 1.89 | 2.38 | 2 | 2.38 |
| Assimilation | 1.81 | 2.29 | 1.78 | 2 | 1.78 |
| Integration | 2.31 | 2.42 | 2.50 | 2.82 | 2.50 |
As can be seen above, Doctor and Patient A are the only pair who have a combination of acculturation orientations that match to provide consensual relationships as predicted by the health practitioner/health consumer model. The other four doctor/patient pairs show orientation combinations that lead to conflictual/problematic relationships according to the health practitioner/health consumer model