Critical reflection on own beliefs for cultural competence in medical education: An analysis of tutors’ reflective narratives

• Constantinou, Costas S ^[1] ; Andreou, Panayiota ^[1] ; Papageorgiou, Alexia ^[1] ; McCrorie, Peter ^[2]
  1. [1] University of Nicosia

     University of Nicosia

     Chipre

     
  2. [2] University of London

     University of London

     Reino Unido

     
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 9, Nº. 3, 2020, págs. 273-299
• Idioma: inglés
• DOI: 10.17583/qre.2020.5063
• Títulos paralelos:
  • Reflexión crítica sobre las propias creencias en relación a la competencia cultural en la educación médica: Un análisis de las narraciones reflexivas de los tutores
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Se ha reconocido que la reflexión crítica sobre las propias creencias, en el contexto de la competencia cultural, es una habilidad importante que deben tener los médicos y los estudiantes de medicina para mejorar la calidad de la atención de la salud, independientemente de los antecedentes sociales y culturales de los pacientes. Sin embargo, faltan las directrices para enseñar a los estudiantes la reflexión crítica sobre sus propias creencias culturales. Basándose en el método de investigación de las narraciones reflexivas cortas y el ciclo de reflexión de Gibbs para el desarrollo, este documento explora la experiencia de los tutores de comunicación clínica en el examen de la competencia cultural en las OSCEs, cómo se sintieron, analizaron y concluyeron, y examina su relato sobre cómo construir un modelo de formación para hacer frente a ese desafío en la educación médica.

  • English

    Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background. Yet the guidelines for teaching students critical reflection on their own cultural beliefs are lacking. Based on the method of investigating short reflective narratives and Gibbs’ reflective cycle for development, this paper explores the experience of clinical communication tutors’ in examining cultural competence in OSCEs, how they felt, analyzed and concluded, and examines their account on how to construct a training model for dealing with such challenge in medical education.

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