Educating psychiatry residents about cultural aspects of care: A qualitative study of approaches used by U.S. Expert faculty

Helena Hansen, Terry M. Dugan, Anne E. Becker, Roberto Lewis-Fernández, Francis G Lu, Maria A. Oquendo, Renato D. Alarcon, Manuel Trujillo

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Background/Objective: Almost no literature compares current approaches to teaching cultural issues across U.S. psychiatry residency programs; the authors addressed this comparison. Methods: The authors administered semistructured interviews of 20 instructors with substantial experience in the teaching of cultural issues in U.S. psychiatry residency programs, regarding the content, teaching techniques, institutional context, and evaluation of their curricula over time. Results: Approaches varied according to the local populations served and the background of the instructors, all of whom were either cross-trained in social sciences and humanities or were themselves ethnic, racial, or sexual minorities. Common themes emerged, including the use of experiential approaches, the lack of integration of cultural issues into clinical supervision or courses on other topics, and the absence of formal course evaluation. Discussion: Findings indicate a need for integration of cultural concepts into a variety of settings throughout residency, for development of faculty who are cross-trained in social sciences and humanities, and for curriculum-evaluation strategies.

Original languageEnglish (US)
Pages (from-to)412-416
Number of pages5
JournalAcademic Psychiatry
Volume37
Issue number6
DOIs
StatePublished - Nov 2013

Fingerprint

Internship and Residency
psychiatry
Psychiatry
instructor
Teaching
Social Sciences
social science
expert
curriculum evaluation
willingness to integrate
resident
Curriculum
teaching content
local population
evaluation
supervision
minority
curriculum
interview
Interviews

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Education
  • Medicine(all)

Cite this

Educating psychiatry residents about cultural aspects of care : A qualitative study of approaches used by U.S. Expert faculty. / Hansen, Helena; Dugan, Terry M.; Becker, Anne E.; Lewis-Fernández, Roberto; Lu, Francis G; Oquendo, Maria A.; Alarcon, Renato D.; Trujillo, Manuel.

In: Academic Psychiatry, Vol. 37, No. 6, 11.2013, p. 412-416.

Research output: Contribution to journalArticle

Hansen, H, Dugan, TM, Becker, AE, Lewis-Fernández, R, Lu, FG, Oquendo, MA, Alarcon, RD & Trujillo, M 2013, 'Educating psychiatry residents about cultural aspects of care: A qualitative study of approaches used by U.S. Expert faculty', Academic Psychiatry, vol. 37, no. 6, pp. 412-416. https://doi.org/10.1176/appi.ap.12080141
Hansen, Helena ; Dugan, Terry M. ; Becker, Anne E. ; Lewis-Fernández, Roberto ; Lu, Francis G ; Oquendo, Maria A. ; Alarcon, Renato D. ; Trujillo, Manuel. / Educating psychiatry residents about cultural aspects of care : A qualitative study of approaches used by U.S. Expert faculty. In: Academic Psychiatry. 2013 ; Vol. 37, No. 6. pp. 412-416.
@article{544c4cb3db9043d39ac021061f671ac3,
title = "Educating psychiatry residents about cultural aspects of care: A qualitative study of approaches used by U.S. Expert faculty",
abstract = "Background/Objective: Almost no literature compares current approaches to teaching cultural issues across U.S. psychiatry residency programs; the authors addressed this comparison. Methods: The authors administered semistructured interviews of 20 instructors with substantial experience in the teaching of cultural issues in U.S. psychiatry residency programs, regarding the content, teaching techniques, institutional context, and evaluation of their curricula over time. Results: Approaches varied according to the local populations served and the background of the instructors, all of whom were either cross-trained in social sciences and humanities or were themselves ethnic, racial, or sexual minorities. Common themes emerged, including the use of experiential approaches, the lack of integration of cultural issues into clinical supervision or courses on other topics, and the absence of formal course evaluation. Discussion: Findings indicate a need for integration of cultural concepts into a variety of settings throughout residency, for development of faculty who are cross-trained in social sciences and humanities, and for curriculum-evaluation strategies.",
author = "Helena Hansen and Dugan, {Terry M.} and Becker, {Anne E.} and Roberto Lewis-Fern{\'a}ndez and Lu, {Francis G} and Oquendo, {Maria A.} and Alarcon, {Renato D.} and Manuel Trujillo",
year = "2013",
month = "11",
doi = "10.1176/appi.ap.12080141",
language = "English (US)",
volume = "37",
pages = "412--416",
journal = "Academic Psychiatry",
issn = "1042-9670",
publisher = "American Psychiatric Publishing Inc.",
number = "6",

}

TY - JOUR

T1 - Educating psychiatry residents about cultural aspects of care

T2 - A qualitative study of approaches used by U.S. Expert faculty

AU - Hansen, Helena

AU - Dugan, Terry M.

AU - Becker, Anne E.

AU - Lewis-Fernández, Roberto

AU - Lu, Francis G

AU - Oquendo, Maria A.

AU - Alarcon, Renato D.

AU - Trujillo, Manuel

PY - 2013/11

Y1 - 2013/11

N2 - Background/Objective: Almost no literature compares current approaches to teaching cultural issues across U.S. psychiatry residency programs; the authors addressed this comparison. Methods: The authors administered semistructured interviews of 20 instructors with substantial experience in the teaching of cultural issues in U.S. psychiatry residency programs, regarding the content, teaching techniques, institutional context, and evaluation of their curricula over time. Results: Approaches varied according to the local populations served and the background of the instructors, all of whom were either cross-trained in social sciences and humanities or were themselves ethnic, racial, or sexual minorities. Common themes emerged, including the use of experiential approaches, the lack of integration of cultural issues into clinical supervision or courses on other topics, and the absence of formal course evaluation. Discussion: Findings indicate a need for integration of cultural concepts into a variety of settings throughout residency, for development of faculty who are cross-trained in social sciences and humanities, and for curriculum-evaluation strategies.

AB - Background/Objective: Almost no literature compares current approaches to teaching cultural issues across U.S. psychiatry residency programs; the authors addressed this comparison. Methods: The authors administered semistructured interviews of 20 instructors with substantial experience in the teaching of cultural issues in U.S. psychiatry residency programs, regarding the content, teaching techniques, institutional context, and evaluation of their curricula over time. Results: Approaches varied according to the local populations served and the background of the instructors, all of whom were either cross-trained in social sciences and humanities or were themselves ethnic, racial, or sexual minorities. Common themes emerged, including the use of experiential approaches, the lack of integration of cultural issues into clinical supervision or courses on other topics, and the absence of formal course evaluation. Discussion: Findings indicate a need for integration of cultural concepts into a variety of settings throughout residency, for development of faculty who are cross-trained in social sciences and humanities, and for curriculum-evaluation strategies.

UR - http://www.scopus.com/inward/record.url?scp=84887859627&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84887859627&partnerID=8YFLogxK

U2 - 10.1176/appi.ap.12080141

DO - 10.1176/appi.ap.12080141

M3 - Article

C2 - 24185288

AN - SCOPUS:84887859627

VL - 37

SP - 412

EP - 416

JO - Academic Psychiatry

JF - Academic Psychiatry

SN - 1042-9670

IS - 6

ER -