Abstract
Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background. Yet the guidelines for teaching students critical reflection on their own cultural beliefs are lacking. Based on the method of investigating short reflective narratives and Gibbs’ reflective cycle for development, this paper explores the experience of clinical communication tutors’ in examining cultural competence in OSCEs, how they felt, analyzed and concluded, and examines their account on how to construct a training model for dealing with such challenge in medical education.
Highlights
Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background
The result of this study indicates that reflecting on own beliefs is an important skill for cultural competence and that this skill needs to be better integrated in the curricula
The framework for building and integrating cultural competence took the form of a spiral stepladder where the first step (Year 1) was about acquiring knowledge about the social and cultural determinants of health; the second step (Years 1 and 2) focused on applying knowledge to cases and acquiring some basic skills in cultural communication; the third step (Year 3 to 6) helped students to master skills in a simulated environment so to provide cultural competence care [the stepladder model of cultural competence at the University of Nicosia has been published (Constantinou et al, 2020)]
Summary
Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background. We approached the tutors’ expressions as reflective narratives in order to better understand how the tutors experienced this particular event This is analyzed in more detail under Method and Findings. Though there are many guidelines on how to train doctors in cultural competence, the way to achieve this in medical education is lacking (Sorensen et al, 2019; Constantinou et al, 2018; Hudelson et al, 2016) and any models which exclusively focus on teaching students how to critically approach and handle their own beliefs are lacking. It is this gap that this paper aims to fill in by analysis tutors’ reflective narratives reflecting and conceptualising a training model in critical reflection on own beliefs for medical students
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
