The Marriage of Problem-Based Learning With Standardized Patients: An Evaluation Of Physician Assistant Studentsʼ Cultural Competency in Communication

Abstract

INTRODUCTION The Barry University Physician Assistant Program has been incorporating cultural competency into the curriculum over the past 5 years. In order to evaluate whether the PA students were developing cultural competency, an exercise involving problem-based learning methods and standardized patients was structured. Barry University is located in Miami Shores, Florida, and boasts a community rich in cultural, racial, and socioeconomic diversity. Each class of 44 students begins its training with an intensive preterm communications course focusing on issues related to diversity and cultural differences. During their first year in the program, students participate in service learning projects in the community and interact with people from medically underserved or disadvantaged cultures. The service learning projects are linked to explicit academic objectives within courses in the didactic curriculum. Cultural competency is difficult to evaluate. While the students keep introspective diaries in which they notice their own improvement, a self-assessment of cultural competency may not constitute evidence of achieving competency. Kundhal and Kundhal (2003) point out in Student JAMA: “Formal cultural training has been found to improve the cultural competence of health care practitioners. ... Dogra et al evaluated the implementation of a cultural diversity program. ... the investigators found a significant increase in positive attitudes toward, and knowledge about, different cultures. However, little research exists to show whether improvements in attitudes and knowledge about other cultures translates into clinical skills or better outcomes.” In a systematic review by Beach et Authors desiring to contribute to “Problem-Based Learning” should forward submissions to: