ePoster
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Presentation Description
Ruri Ashida1
Makoto Kurata2, Satoshi Takeda3 and Motoko Kita4
1 University of the Sacred Heart, Tokyo
2 Tokyo Medical University
3 The Jikei University School of Medicine, Tokyo
4 THe Jikei University School of Nursing, Tokyo
Makoto Kurata2, Satoshi Takeda3 and Motoko Kita4
1 University of the Sacred Heart, Tokyo
2 Tokyo Medical University
3 The Jikei University School of Medicine, Tokyo
4 THe Jikei University School of Nursing, Tokyo
Background:
The need to care for patients with diverse sociocultural backgrounds is increasingly addressed in medical education curricula. What students learn must be practiced by clinical faculty, but faculty in Japan have had little such training. Faculty development (FD) is necessary.
The need to care for patients with diverse sociocultural backgrounds is increasingly addressed in medical education curricula. What students learn must be practiced by clinical faculty, but faculty in Japan have had little such training. Faculty development (FD) is necessary.
Summary of work:
A questionnaire eliciting actual cases of non-Japanese patients was sent to 201 institutions including 2021 Olympics-designated hospitals and health care institutions in the top 20 prefectures where Chinese, Vietnamese, Korean, Filipino, and Brazilian residents resided. The results were qualitatively analyzed and used to develop FD cases. Faculty development was then conducted, consisting of 1) case studies, in which faculty’s present knowledge and awareness of sociocultural issues were assessed, and 2) simulated patient practice with a follow-up assessment.
A questionnaire eliciting actual cases of non-Japanese patients was sent to 201 institutions including 2021 Olympics-designated hospitals and health care institutions in the top 20 prefectures where Chinese, Vietnamese, Korean, Filipino, and Brazilian residents resided. The results were qualitatively analyzed and used to develop FD cases. Faculty development was then conducted, consisting of 1) case studies, in which faculty’s present knowledge and awareness of sociocultural issues were assessed, and 2) simulated patient practice with a follow-up assessment.
Results:
Responses were received from 37 institutions (94 cases). Language problems, religious concerns, differences in the concept of time (e.g. patients coming late for appointments), and different ideas about medication (e.g. sharing medication with others) were noted, among others, and these issues occasionally caused frustration, even anger, on both the healthcare professionals and the patients.
Responses were received from 37 institutions (94 cases). Language problems, religious concerns, differences in the concept of time (e.g. patients coming late for appointments), and different ideas about medication (e.g. sharing medication with others) were noted, among others, and these issues occasionally caused frustration, even anger, on both the healthcare professionals and the patients.
Discussion:
Some healthcare professionals had no knowledge of broad cultural generalizations: what might be required of Muslim patients, patients from cultures with a relaxed attitude towards time, or those from cultures where medicine is regarded as something that can be shared. Some assumptions or biases of the healthcare professionals themselves were also noted: e.g., coming late for an appointment also occurs with Japanese patients.
Some healthcare professionals had no knowledge of broad cultural generalizations: what might be required of Muslim patients, patients from cultures with a relaxed attitude towards time, or those from cultures where medicine is regarded as something that can be shared. Some assumptions or biases of the healthcare professionals themselves were also noted: e.g., coming late for an appointment also occurs with Japanese patients.
Conclusion:
Scenarios developed from real foreign patient cases can help faculty reflect on their own biases, acknowledge cultural generalizations as an essential starting point of person- centered care, and enhance cultural humility in the clinical setting.
Scenarios developed from real foreign patient cases can help faculty reflect on their own biases, acknowledge cultural generalizations as an essential starting point of person- centered care, and enhance cultural humility in the clinical setting.
Take-home messages
Cases developed for FD can also be adjusted for use with students.
References (maximum three)
1. Deliz, J.R., Fears, F.F., Jones, K.E. et al. Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis. J GEN INTERN MED 35, 568–577 (2020). https://doi.org/10.1007/s11606-019-05417-5
2. Ministry of Education, Culture, Sports, Science and Technology. Model Core Curriculum for Medical Education in Japan: 2022 Revision.
https://www.mext.go.jp/content/20230315-mxt_igaku-000026049_00003.pdf Accessed August 10, 2023.