Applying Theory to Assess Cultural Competency.

Using a theoretical cultural competency model, the effectiveness of a cultural competency learning assignment was examined to determine: 1) students' cultural competency levels as reflected through the assignment, and 2) the effectiveness of the assignment as a cultural competency learning activity. Third-year family medicine clerkship students completed a required project to research and reflect upon a patient's "cultural belief." Applying a model of cultural competence development, a content analysis of written project reports determined what level of cultural competence was expressed by students' reflections. Results indicated16% of students were at "no insight", 18% at "minimal emphasis" and 66% at "acceptance." While many students expressed an "acceptance" competence level, not all students expressed the desired level of acceptance about the role of cultural beliefs in medical care. Application of a cultural competency theory to assess learners permits educators to frame performance changes within the context of competency achievement and determine if desired levels of competency have been achieved.

Student observations and ratings of preceptor's interactions with patients: the hidden curriculum.

BACKGROUND: Professional values and behavior are conveyed to students through both formal and informal curricular activities. PURPOSE: This study examined 1st-year students' observations of community-based physicians' behaviors during a community-based clinical experience. METHODS: First-year students completed a 14-item instrument regarding their community-based physicians' behavior with patients. Responses were on a 5-point scale (1 = never, 5 = all of the time). Descriptive statistics were computed. RESULTS: 119 students completed the instrument (87% response rate). Students rated aspects of physicians' demeanor with patients highest (mean ranges 4.7-4.57). The lowest rated item was the physician's view of his or her professional role (M = 3.39), eliciting patients' ideas about illness and treatment (M = 3.55), and modeling interviewing techniques learned in class (M = 3.71). CONCLUSIONS: Community-based physicians reinforce many professional values associated with positive role-modeling aspects of the physician-patient interaction.