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Culinary cultural immersion: A qualitative analysis of resident knowledge, attitudes, and behavioral changes following a brief Somali cultural immersion experience

Culinary cultural immersion: A qualitative analysis of resident knowledge, attitudes, and... BACKGROUNDEmergency medicine (EM) is a fast‐paced environment with a diverse patient population. Teaching residents to provide culturally responsive care is crucial and has been shown to improve patient–physician relationships, patient satisfaction, and even some patient care outcomes.1–4 In addition to being required by the Accreditation Council for Graduate Medical Education, the Institute of Medicine also recommends the “integration of cross‐cultural education into the training of all current and future healthcare professionals” as a way to improve health care disparities.5,6 Practicing culturally responsive care is particularly important for emergency providers, where there is often limited time to elucidate the patient's presenting concerns, develop rapport, partner with them on a diagnostic or treatment plan, and gain their trust. Unfortunately, little is known about how to effectively teach this in EM, since there is a paucity of data regarding the efficacy of EM‐based educational interventions in this realm.7,8Cultural competency curricula have been designed or formatted in many ways across the health care professions, including lectures, large‐ or small‐group discussions, case scenarios, clinical experiences, cultural immersion experiences, using audio/video technology, interviewing other cultures, and role‐play scenarios.1 There is conflicting evidence and interpretations about the efficacy of these interventions.1,8,9 A few EM‐based studies have http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png AEM Education and Training Wiley

Culinary cultural immersion: A qualitative analysis of resident knowledge, attitudes, and behavioral changes following a brief Somali cultural immersion experience

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Publisher
Wiley
Copyright
Copyright © 2023 Society for Academic Emergency Medicine
eISSN
2472-5390
DOI
10.1002/aet2.10844
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Abstract

BACKGROUNDEmergency medicine (EM) is a fast‐paced environment with a diverse patient population. Teaching residents to provide culturally responsive care is crucial and has been shown to improve patient–physician relationships, patient satisfaction, and even some patient care outcomes.1–4 In addition to being required by the Accreditation Council for Graduate Medical Education, the Institute of Medicine also recommends the “integration of cross‐cultural education into the training of all current and future healthcare professionals” as a way to improve health care disparities.5,6 Practicing culturally responsive care is particularly important for emergency providers, where there is often limited time to elucidate the patient's presenting concerns, develop rapport, partner with them on a diagnostic or treatment plan, and gain their trust. Unfortunately, little is known about how to effectively teach this in EM, since there is a paucity of data regarding the efficacy of EM‐based educational interventions in this realm.7,8Cultural competency curricula have been designed or formatted in many ways across the health care professions, including lectures, large‐ or small‐group discussions, case scenarios, clinical experiences, cultural immersion experiences, using audio/video technology, interviewing other cultures, and role‐play scenarios.1 There is conflicting evidence and interpretations about the efficacy of these interventions.1,8,9 A few EM‐based studies have

Journal

AEM Education and Training – Wiley

Published: Feb 1, 2023

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