Medical students' perceptions of their teachers' and their own cultural competency: implications for education.

Britta M. Thompson, Paul Haidet, Robert Casanova, Rey P. Vivo, Arthur G. Gomez, Arleen F. Brown, Regina A. Richter, Sonia J. Crandall

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

BACKGROUND: Enhancing the cultural competency of students is emerging as a key issue in medical education; however, students may perceive that they are more able to function within cross-cultural situations than their teachers, reducing the effectiveness of cultural competency educational efforts. OBJECTIVE: The purpose of our study was to compare medical students' perceptions of their residents, attendings, and their own cultural competency. DESIGN: Cross-sectional study. MAIN MEASURES: A questionnaire containing previously validated instruments was administered to end-of-third-year medical students at four institutions throughout the US. Repeated measures multivariate analysis was used to determine differences in student ratings. PARTICIPANTS: Three hundred fifty-eight medical students from four schools participated, for an overall response rate of 65%. RESULTS: Analysis indicated overall statistically significant differences in students' ratings (p < 0.001, eta(2) = 0.33). Students rated their own cultural competency as statistically significantly higher than their residents, but similar to their attendings. For reference, students rated the patient care competency of themselves, their residents, and their attendings; they rated their attendings' skills as statistically significantly higher than residents, and residents as statistically significantly higher than themselves. There were differences between cultural competency and patient care ratings. CONCLUSIONS: Our results indicate that students perceive the cultural competency of their attendings and residents to be the same or lower than themselves. These findings indicate that this is an important area for future research and curricular reform, considering the vital role that attendings and residents play in the education of medical students.

Original languageEnglish (US)
JournalJournal of general internal medicine
Volume25 Suppl 2
StatePublished - May 1 2010

Fingerprint

Cultural Competency
Medical Students
Students
Education
Patient Care
Medical Education
Multivariate Analysis
Cross-Sectional Studies

All Science Journal Classification (ASJC) codes

  • Internal Medicine

Cite this

Thompson, Britta M. ; Haidet, Paul ; Casanova, Robert ; Vivo, Rey P. ; Gomez, Arthur G. ; Brown, Arleen F. ; Richter, Regina A. ; Crandall, Sonia J. / Medical students' perceptions of their teachers' and their own cultural competency : implications for education. In: Journal of general internal medicine. 2010 ; Vol. 25 Suppl 2.
@article{7502ad7d73ac419db56537d8d574f5d2,
title = "Medical students' perceptions of their teachers' and their own cultural competency: implications for education.",
abstract = "BACKGROUND: Enhancing the cultural competency of students is emerging as a key issue in medical education; however, students may perceive that they are more able to function within cross-cultural situations than their teachers, reducing the effectiveness of cultural competency educational efforts. OBJECTIVE: The purpose of our study was to compare medical students' perceptions of their residents, attendings, and their own cultural competency. DESIGN: Cross-sectional study. MAIN MEASURES: A questionnaire containing previously validated instruments was administered to end-of-third-year medical students at four institutions throughout the US. Repeated measures multivariate analysis was used to determine differences in student ratings. PARTICIPANTS: Three hundred fifty-eight medical students from four schools participated, for an overall response rate of 65{\%}. RESULTS: Analysis indicated overall statistically significant differences in students' ratings (p < 0.001, eta(2) = 0.33). Students rated their own cultural competency as statistically significantly higher than their residents, but similar to their attendings. For reference, students rated the patient care competency of themselves, their residents, and their attendings; they rated their attendings' skills as statistically significantly higher than residents, and residents as statistically significantly higher than themselves. There were differences between cultural competency and patient care ratings. CONCLUSIONS: Our results indicate that students perceive the cultural competency of their attendings and residents to be the same or lower than themselves. These findings indicate that this is an important area for future research and curricular reform, considering the vital role that attendings and residents play in the education of medical students.",
author = "Thompson, {Britta M.} and Paul Haidet and Robert Casanova and Vivo, {Rey P.} and Gomez, {Arthur G.} and Brown, {Arleen F.} and Richter, {Regina A.} and Crandall, {Sonia J.}",
year = "2010",
month = "5",
day = "1",
language = "English (US)",
volume = "25 Suppl 2",
journal = "Journal of General Internal Medicine",
issn = "0884-8734",
publisher = "Springer New York",

}

Medical students' perceptions of their teachers' and their own cultural competency : implications for education. / Thompson, Britta M.; Haidet, Paul; Casanova, Robert; Vivo, Rey P.; Gomez, Arthur G.; Brown, Arleen F.; Richter, Regina A.; Crandall, Sonia J.

In: Journal of general internal medicine, Vol. 25 Suppl 2, 01.05.2010.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Medical students' perceptions of their teachers' and their own cultural competency

T2 - implications for education.

AU - Thompson, Britta M.

AU - Haidet, Paul

AU - Casanova, Robert

AU - Vivo, Rey P.

AU - Gomez, Arthur G.

AU - Brown, Arleen F.

AU - Richter, Regina A.

AU - Crandall, Sonia J.

PY - 2010/5/1

Y1 - 2010/5/1

N2 - BACKGROUND: Enhancing the cultural competency of students is emerging as a key issue in medical education; however, students may perceive that they are more able to function within cross-cultural situations than their teachers, reducing the effectiveness of cultural competency educational efforts. OBJECTIVE: The purpose of our study was to compare medical students' perceptions of their residents, attendings, and their own cultural competency. DESIGN: Cross-sectional study. MAIN MEASURES: A questionnaire containing previously validated instruments was administered to end-of-third-year medical students at four institutions throughout the US. Repeated measures multivariate analysis was used to determine differences in student ratings. PARTICIPANTS: Three hundred fifty-eight medical students from four schools participated, for an overall response rate of 65%. RESULTS: Analysis indicated overall statistically significant differences in students' ratings (p < 0.001, eta(2) = 0.33). Students rated their own cultural competency as statistically significantly higher than their residents, but similar to their attendings. For reference, students rated the patient care competency of themselves, their residents, and their attendings; they rated their attendings' skills as statistically significantly higher than residents, and residents as statistically significantly higher than themselves. There were differences between cultural competency and patient care ratings. CONCLUSIONS: Our results indicate that students perceive the cultural competency of their attendings and residents to be the same or lower than themselves. These findings indicate that this is an important area for future research and curricular reform, considering the vital role that attendings and residents play in the education of medical students.

AB - BACKGROUND: Enhancing the cultural competency of students is emerging as a key issue in medical education; however, students may perceive that they are more able to function within cross-cultural situations than their teachers, reducing the effectiveness of cultural competency educational efforts. OBJECTIVE: The purpose of our study was to compare medical students' perceptions of their residents, attendings, and their own cultural competency. DESIGN: Cross-sectional study. MAIN MEASURES: A questionnaire containing previously validated instruments was administered to end-of-third-year medical students at four institutions throughout the US. Repeated measures multivariate analysis was used to determine differences in student ratings. PARTICIPANTS: Three hundred fifty-eight medical students from four schools participated, for an overall response rate of 65%. RESULTS: Analysis indicated overall statistically significant differences in students' ratings (p < 0.001, eta(2) = 0.33). Students rated their own cultural competency as statistically significantly higher than their residents, but similar to their attendings. For reference, students rated the patient care competency of themselves, their residents, and their attendings; they rated their attendings' skills as statistically significantly higher than residents, and residents as statistically significantly higher than themselves. There were differences between cultural competency and patient care ratings. CONCLUSIONS: Our results indicate that students perceive the cultural competency of their attendings and residents to be the same or lower than themselves. These findings indicate that this is an important area for future research and curricular reform, considering the vital role that attendings and residents play in the education of medical students.

UR - http://www.scopus.com/inward/record.url?scp=78049493623&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=78049493623&partnerID=8YFLogxK

M3 - Article

C2 - 20352500

AN - SCOPUS:78049493623

VL - 25 Suppl 2

JO - Journal of General Internal Medicine

JF - Journal of General Internal Medicine

SN - 0884-8734

ER -