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PubMed1992

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Canada↗
PubMed2003

Refugee health and medical student training.

BACKGROUND AND OBJECTIVES: Cultural awareness training is an increasingly important priority within medical curricula. This article describes an academic family practice-community partnership focusing on health care needs of refugees that became the model for a medical school selective on cultural sensitivity training. METHODS: The monthly Refugee Health Night program featured dinner with preceptors and patients, international sessions on special medical needs of refugees, and actual clinical encounters with patients. Students were not expected to become culturally competent experts but, rather, health care providers sensitive to and appreciative of cultural context, experience, and expectations. We worked with students to develop sensitive methods of inquiry about mental health, especially around issues of war and torture. We used problem-based cases to emphasize primary care continuity and the benefit of establishing trust over time. RESULTS: Over 2 years, 50 students and nearly 300 refugees (more than 73 families) participated. Students reported that their interactions with the refugees provided positive learning experiences, including expanded knowledge of diverse cultures and enhanced skills for overcoming communication barriers. Patients of refugee status were able to have emergent health care needs met in a timely fashion. CONCLUSIONS: Providing health care for refugee individuals and families presents many challenges as well as extraordinary opportunities for patients and practitioners to learn from one another.

Culture↗
PubMed2003

Opportunity model of collaboration: a model for assessment instrument development.

Collaboration between allied health educators and clinicians has a long history in terms of fieldwork education. Use of collaborative partnerships for practice endeavors and research also has been reported in the literature. Another possible area in which collaboration could be effective is the development of an assessment instrument. Collaboration can have negative and positive results, however, and individuals who plan an instrument development project are cautioned to pay attention to the collaborative nature of the project as well as to the instrument development task itself. This article describes a model for collaboration that evolved out of an instrument development project involving educators from the occupational therapy programs at Utica College and the University of Illinois, Chicago; clinicians in school-based practice; and occupational therapy students. Experiences from the project are used to illustrate concepts of the model.

Allied Health Personnel↗