東華大學圖書館 |

Cultural Safety in Medical Education: Transformative Learning Through Co-Designing Serious Games in Colombia /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cultural Safety in Medical Education: Transformative Learning Through Co-Designing Serious Games in Colombia // Juan Pablo Pimentel - Gonzalez.
作者:	Gonzalez, Juan Pablo Pimentel -,
面頁冊數:	1 electronic resource (356 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-05, Section: B.
Contained By:	Dissertations Abstracts International83-05B.
標題:	Behavior. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28730998
ISBN:	9798544223078

Cultural Safety in Medical Education: Transformative Learning Through Co-Designing Serious Games in Colombia /
Gonzalez, Juan Pablo Pimentel -,

Cultural Safety in Medical Education: Transformative Learning Through Co-Designing Serious Games in Colombia /Juan Pablo Pimentel - Gonzalez. - 1 electronic resource (356 pages)

Source: Dissertations Abstracts International, Volume: 83-05, Section: B.

Background: Cultural safety training of Colombian medical students could reduce intercultural tensions that hinder patient access to effective health services. Introducing this training requires innovative strategies to engage Millennial medical students in an already overloaded medical curriculum. Game jams are participatory events to create educational games, a potentially engaging learning environment for Millennial medical students. We set out to determine whether medical student participation in a game jam on cultural safety is more effective than more conventional education in changing selfreported intended patient-oriented behavior and confidence in transcultural skills. Methods: A parallel-group, two-arm RCT with 1:1 allocation. Colombian medical students or medical interns participated, with signed informed consent, in the trial at University of La Sabana. The intervention was a game jam to create an educational game on cultural safety and the reference was a standard lesson plus an interactive workshop on cultural safety. Both sessions lasted eight hours. Stratified randomisation allocated the participants to the intervention and control groups, with masked allocation until commencement. Results: 531 students completed the baseline survey and were randomised. 347 students completed the second timepoint, and 336 students completed the third timepoint. Game jam participants did not have better intentions of culturally safe behaviour than did participants in the lesson and interactive workshop (difference in means: 0.08 95% CI - 0.05 to 0.23). The Mantel-Haenszel approach adjusted by clusters confirmed that game jam learning was associated with higher transcultural self-efficacy immediately after the intervention (wt OR 2.03 cl adj 95% CI 1.25 - 3.30). Separately, both game jam and the lesson plus interactive workshop showed effectiveness in terms of the primary and secondary outcomes. Conclusions: Game jam learning improved cultural safety intentions of Colombian medical students to a similar degree as did a carefully designed lecture and interactive workshop. The game jam was also associated with positive change in participant transcultural selfefficacy. Our research yielded key lessons applicable to other multicultural countries requiring cultural safety training. We encourage further research to explore the impact of cultural safety training on population health, ideally using patient-related outcomes.

English

ISBN: 9798544223078Subjects--Topical Terms:

532476
Behavior.

Cultural Safety in Medical Education: Transformative Learning Through Co-Designing Serious Games in Colombia /
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500 $a Source: Dissertations Abstracts International, Volume: 83-05, Section: B.
500 $a Advisors: Cockcroft, Anne; Andersson, Neil Committee members: Zuluaga, German .
502 $b Ph.D. $c McGill University (Canada) $d 2021.
520 $a Background: Cultural safety training of Colombian medical students could reduce intercultural tensions that hinder patient access to effective health services. Introducing this training requires innovative strategies to engage Millennial medical students in an already overloaded medical curriculum. Game jams are participatory events to create educational games, a potentially engaging learning environment for Millennial medical students. We set out to determine whether medical student participation in a game jam on cultural safety is more effective than more conventional education in changing selfreported intended patient-oriented behavior and confidence in transcultural skills. Methods: A parallel-group, two-arm RCT with 1:1 allocation. Colombian medical students or medical interns participated, with signed informed consent, in the trial at University of La Sabana. The intervention was a game jam to create an educational game on cultural safety and the reference was a standard lesson plus an interactive workshop on cultural safety. Both sessions lasted eight hours. Stratified randomisation allocated the participants to the intervention and control groups, with masked allocation until commencement. Results: 531 students completed the baseline survey and were randomised. 347 students completed the second timepoint, and 336 students completed the third timepoint. Game jam participants did not have better intentions of culturally safe behaviour than did participants in the lesson and interactive workshop (difference in means: 0.08 95% CI - 0.05 to 0.23). The Mantel-Haenszel approach adjusted by clusters confirmed that game jam learning was associated with higher transcultural self-efficacy immediately after the intervention (wt OR 2.03 cl adj 95% CI 1.25 - 3.30). Separately, both game jam and the lesson plus interactive workshop showed effectiveness in terms of the primary and secondary outcomes. Conclusions: Game jam learning improved cultural safety intentions of Colombian medical students to a similar degree as did a carefully designed lecture and interactive workshop. The game jam was also associated with positive change in participant transcultural selfefficacy. Our research yielded key lessons applicable to other multicultural countries requiring cultural safety training. We encourage further research to explore the impact of cultural safety training on population health, ideally using patient-related outcomes.
520 $a Contexte: La securite culturelle encourage les professionnels de la sante a examiner comment leur propre culture faconne leur pratique clinique, et a respecter le point de vue des patients. L'absence de securite culturelle dans les services de sante est liee a la stigmatisation et a la discrimination envers les patients de cultures non dominantes. La Colombie, un pays multiculturel, est un cadre utile pour la recherche sur la securite culturelle et peut donc offrir des lecons potentielles pour le Canada et d'autres pays. Le gouvernement colombien offre des services de sante foncierement bases sur le modele biomedical occidental, pourtant, pres de 40% de la population utilisent la medecine traditionnelle pour leurs soins de sante. L'ecart entre les besoins des communautes et les competences des medecins pourrait etre comble en ajoutant la securite culturelle a l'education medicale. L'un des defis de l'education a la securite culturelle est le manque de motivation des professionnels de la sante a interagir avec la medecine traditionnelle. Les game jams, ateliers collaboratifs pour creer et jouer a des jeux, ont le potentiel d'etre plus engageants et efficaces que l'education standard de l'enseignement universitaire. Objectif: encourager la securite culturelle dans la formation medicale a l'aide d'une formation base sur le game jams avec des etudiants en medecine et des stagiaires en medecine en Colombie. Dans ce projet, l'apprentissage base sur le game jams consiste a participer a un game jam pour creer des jeux educatifs sur la securite culturelle. Methodes: ce projet comportait plusieurs etudes participatives. (1) Un examen de la portee a permis de cartographier les connaissances actuelles sur les jeux educatifs pour encourager la securite culturelle dans l'enseignement des sciences de la sante; (2) Deux interventions d'apprentissage transformateur communautaire ont explore la faisabilite et l'acceptabilite de la formation sur la securite culturelle en Colombie. Une etude qualitative sequentielle-consensuelle basee sur les interventions communautaires a permis de degager un consensus sur les elements cles d'un programme de formation a la securite culturelle : les groupes de discussion ont permis de prendre en compte les opinions des utilisateurs de la medecine traditionnelle, des etudiants en medecine et des experts en securite culturelle sur le contenu du programme; ensuite, un dialogue deliberatif entre les experts en securite xi culturelle a permis de definir le contenu academique du programme. (3) Un essai randomise controle pilote a examine la faisabilite et l'acceptabilite de mener un essai d'apprentissage de game jam pour la formation a la securite culturelle. (4) Un essai controle randomise en groupe parallele a mesure l'impact de l'apprentissage du game jam, par rapport a un cours standard en plus d'un atelier de formation a la securite culturelle des etudiants en medecine, sur les resultats du comportement autodeclare destine au patient et de l'auto-efficacite transculturelle. La technique narrative du changement le plus significatif a explore l'impact de l'intervention sur l'experience clinique supervisee des etudiants et stagiaires en medicine.
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