Inter-Cultural Communication Skills Training in Medical Schools: A Systematic Review
Main Article Content
Abstract
Background Effective intercultural communication skills are an essential graduate outcome for medical students in a globalised world. Educational theory would suggest that combining an understanding of cultural competence with patient centred communication skills through an experiential, immersive, reflective and longitudinal curriculum may be the most effective way to develop intercultural communication skills.
Aims To determine the scope and most effective teaching methods in training medical students in intercultural communication with ethnically diverse populations.
Method A systematic review of the literature was performed using the PRISMA Guidelines to identify articles that described methods for teaching intercultural communication to medical students. A search of the literature was performed in five databases: Cochrane, EMBASE, ERIC, PubMed and Web of Science. Relevant papers were interrogated for impact (Kirkpatrick level), quality (Colthart scale) and learning mechanism.
Results We found 22 studies that described teaching methods for developing intercultural communication for ethnically diverse people in medical schools. There were a diverse range of teaching methods, durations and time of delivery in the medical course. Better teaching interventions were underpinned by learning theory and usually included practice with standardised patients, reflection and immersive experiences with members of ethnically diverse communities. Evaluation of these studies was limited mostly to short term student satisfaction surveys or performance assessments which hampered determining their effectiveness.
Conclusion While there are indications that intercultural communication is best learnt as a continuum of cultural and communication skill development through immersive experiences, iteratively through medical school, there remains a need for high quality longitudinal studies to confirm this hypothesis.
Keywords:
Communication skills, consultation skills, cultural competence, cultural competence workshops, medical students, undergraduate medicine, undergraduate medical curriculum, educational intervention, diverse cultures, cross-cultural, inter-cultural, diversity, CALD
Article Details
How to Cite
RAHMAN, Urna; COOLING, Nick.
Inter-Cultural Communication Skills Training in Medical Schools: A Systematic Review.
Medical Research Archives, [S.l.], v. 11, n. 4, apr. 2023.
ISSN 2375-1924.
Available at: <https://esmed.org/MRA/mra/article/view/3757>. Date accessed: 21 nov. 2024.
doi: https://doi.org/10.18103/mra.v11i4.3757.
Section
Review Articles
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
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29. Betancourt JR. Cultural competence and medical education: many names, many perspectives, one goal. Acad Med. 2006; 81(6):499-501.
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33. Dowell A, Crampton P, Parkin C. The first sunrise: an experience of cultural immersion and community health needs assessment by undergraduate medical students in New Zealand. Med Educ. 2001b; 35(3):242-249.
34. Harmsen H, Bernsen R, Meeuwesen L, Thomas S, Dorrenboom G, Pinto D, Bruijnzeels M. The effect of educational intervention on intercultural communication: results of a randomised controlled trial. Br J Gen Pract. 2005; 55(514):343-350.
35. Stewart M. Reflections on the doctor-patient relationship: from evidence and experience. Br J Gen Pract. 2005; 55(519):793-801.
36. Kirkpatrick DL, Kirkpatrick JL.. Evaluating Training Programs: The Four Levels. 3 ed. San Francisco: Berrett-Koehler Publishers. 1994
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40. Carter MM, Lewis EL, Sbrocco T, Tanenbaum R, Oswald JC, Sykora W, Williams P, Hill LD. Cultural competency training for third-year clerkship students: effects of an interactive workshop on student attitudes. J Natl Med Assoc. 2006; 98(11):1772-1778.
41. Fung CC, Lagha RR, Henderson P, Gomez AG. 2010. Working with interpreters: how student behavior affects quality of patient interaction when using interpreters. Med Educ Online. 2010; Jan 1;15(1):5151.
42. Gilligan C, James EL, Snow P, Outram S, Ward BM, Powell M, Lonsdale C, Cushing AM, Silverman J, Regan T et al. Interventions for improving medical students' interpersonal communication in medical consultations. Cochrane Database of Systematic Reviews. 2016.
43. Hudelson P, Perron NJ, Perneger T. Self-assessment of intercultural communication skills: a survey of physicians and medical students in Geneva, Switzerland. BMC Medical Education. 2011 Dec;11:1-9.
44. Hudson GL, Maar M. Faculty analysis of distributed medical education in Northern Canadian Aboriginal communities. Rural Remote Health. 2014; 14(4):2664.
45. Kumagai AK, Kakwan M, Sediqe S, Dimagno MM. Actors' personal stories in case-based multicultural medical education. Med Educ. 2010; 44(5):506-507.
46. Kutob RM, Bormanis J, Crago M, Gordon P, Shisslak CM.Using standardized patients to teach cross-cultural communication skills. Med Teach. 2012; 34(7):594.
47. Lee A, Mader E, Morley C. Teaching Cross-Cultural Communication Skills Online: A Multi-Method Evaluation. Family Medicine. 2015; 47(4):302-308.
48. Lie D, Shapiro J, Cohn F, Najm W. Reflective practice enriches clerkship students' cross-cultural experiences. J Gen Intern Med. 2010; 25 Suppl 2:S119-125.
49. McEvoy M, Santos MT, Marzan M, Green EH, Milan FB.. Teaching medical students how to use interpreters: a three year experience. Med Educ Online. 2009;14:12.
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