Abstract
Background: Medical schools use OSCEs (objective structured clinical examinations) to assess students' clinical knowledge and skills, but the use of OSCEs in the teaching and assessment of cross-cultural care has not been well described. Objectives: To examine medical students' reflections on a cultural competence OSCE station as an educational experience. Design and Setting: Students at Harvard Medical School in Boston completed a 'cultural competence' OSCE station (about a patient with uncontrolled hypertension and medication non-adherence). Individual semi-structured interviews were conducted with a convenience sample of twenty-two second year medical students, which were recorded, transcribed, and analysed. Measurements and Results: Students' reflections on what they learned as the essence of the case encompassed three categories: (1) eliciting the patient's perspective on their illness; (2) examining how and why patients take their medications and inquiring about alternative therapies; and (3) exploring the range of social and cultural factors associated with medication non-adherence. Conclusions: A cultural competence OSCE station that focuses on eliciting patients' perspectives and exploring medication non-adherence can serve as a unique and valuable teaching tool. The cultural competence OSCE station may be one pedagogic method for incorporating cross-cultural care into medical school curricula.
| Original language | English (US) |
|---|---|
| Journal | Medical Teacher |
| Volume | 29 |
| Issue number | 4 |
| DOIs | |
| State | Published - May 2007 |
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ASJC Scopus subject areas
- Nursing(all)
- Education
- Public Health, Environmental and Occupational Health
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Student reflections on learning cross-cultural skills through a 'cultural competence' OSCE. / Miller, Elizabeth; Green, Alexander R.
In: Medical Teacher, Vol. 29, No. 4, 05.2007.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Student reflections on learning cross-cultural skills through a 'cultural competence' OSCE
AU - Miller, Elizabeth
AU - Green, Alexander R.
PY - 2007/5
Y1 - 2007/5
N2 - Background: Medical schools use OSCEs (objective structured clinical examinations) to assess students' clinical knowledge and skills, but the use of OSCEs in the teaching and assessment of cross-cultural care has not been well described. Objectives: To examine medical students' reflections on a cultural competence OSCE station as an educational experience. Design and Setting: Students at Harvard Medical School in Boston completed a 'cultural competence' OSCE station (about a patient with uncontrolled hypertension and medication non-adherence). Individual semi-structured interviews were conducted with a convenience sample of twenty-two second year medical students, which were recorded, transcribed, and analysed. Measurements and Results: Students' reflections on what they learned as the essence of the case encompassed three categories: (1) eliciting the patient's perspective on their illness; (2) examining how and why patients take their medications and inquiring about alternative therapies; and (3) exploring the range of social and cultural factors associated with medication non-adherence. Conclusions: A cultural competence OSCE station that focuses on eliciting patients' perspectives and exploring medication non-adherence can serve as a unique and valuable teaching tool. The cultural competence OSCE station may be one pedagogic method for incorporating cross-cultural care into medical school curricula.
AB - Background: Medical schools use OSCEs (objective structured clinical examinations) to assess students' clinical knowledge and skills, but the use of OSCEs in the teaching and assessment of cross-cultural care has not been well described. Objectives: To examine medical students' reflections on a cultural competence OSCE station as an educational experience. Design and Setting: Students at Harvard Medical School in Boston completed a 'cultural competence' OSCE station (about a patient with uncontrolled hypertension and medication non-adherence). Individual semi-structured interviews were conducted with a convenience sample of twenty-two second year medical students, which were recorded, transcribed, and analysed. Measurements and Results: Students' reflections on what they learned as the essence of the case encompassed three categories: (1) eliciting the patient's perspective on their illness; (2) examining how and why patients take their medications and inquiring about alternative therapies; and (3) exploring the range of social and cultural factors associated with medication non-adherence. Conclusions: A cultural competence OSCE station that focuses on eliciting patients' perspectives and exploring medication non-adherence can serve as a unique and valuable teaching tool. The cultural competence OSCE station may be one pedagogic method for incorporating cross-cultural care into medical school curricula.
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U2 - 10.1080/01421590701266701
DO - 10.1080/01421590701266701
M3 - Article
C2 - 17786736
AN - SCOPUS:34548577225
VL - 29
JO - Medical Teacher
JF - Medical Teacher
SN - 0142-159X
IS - 4
ER -