Cross-cultural medical education: Using narratives to reflect on experience
Process. An interest group of medical teachers met to address the specific needs of teaching a relevant cross-cultural curriculum. Participants offered narratives from their professional life and reflected on these encounters to understand how to improve the current curriculum to better address the needs of the students and patients they serve.
Results. Through narratives, participants were able to reflect on how their experience had allowed them to develop cultural awareness. All stories represented how attitudes of respect, curiosity and unconditional positive regard were held above all else. The process of collaborative reflection with peers unpacked the complexity and potential in the stories and different learning opportunities were discovered. Learning was personalised because the stories were based on real experiences.
Conclusion. The use of collaborative reflection on narratives of clinical encounters could facilitate insights about cultural aspects of medical practice. Elements such as curiosity, respect and unconditional positive regard are illustrated in a unique way that allows students to appreciate the real-life aspects of cross-cultural clinical encounters.
P Diab, Department of Rural Health, College of Nursing and Public Health, University of KwaZulu-Natal, Durban
T Naidu, Department of Behavioural Medicine, College of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa
B Gaede, Department of Rural Health, College of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa
N Prose, Department of Paediatrics and Dermatology, Duke University Medical Center, Durham, North Carolina
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Date published: 2013-04-22
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