Інтеграція культурного контексту в медичній освіті: досвід та стратегії

Abstract

Інтеграція культурних контекстів у медичну освіту є критичним кроком у підготовці медичних фахівців до ефективного обслуговування різноманітних пацієнтських груп. Це дослідження аналізує виклики та стратегії інтеграції культурної компетентності в медичну освіту, засновані на досвіді Великої Британії, Швейцарії, США та України. Розглянуті постнекласичні концептуальні моделі як теоретична база, а також методологічні підходи до розробки та впровадження моделей розвитку контекстної сприйнятливості. Дослідження вказує на значні труднощі, з якими стикаються заклади освіти, такі як інституційний опір та обмежені ресурси, але також надає ефективні стратегії, такі як перепроектування навчальних програм та підготовка викладачів, які сприяють цьому процесу.

Modern medical education must address the needs of a globalized society by preparing professionals to effectively serve patients from diverse cultural backgrounds. The increasing importance of a post-nonclassical model of education, which emphasizes personal and cultural dimensions, is particularly pertinent in medical training. This model demands the integration of cultural competence at every level of the educational process, recognizing the social and cultural factors that shape patient health and interactions with healthcare providers. In this paper, we explore strategies and methodologies for fostering cultural competence within№ 6(34) 2024 391 medical education, with a specific focus on the experiences of the United States, the United Kingdom, and Switzerland. These countries are at the forefront of incorporating cultural elements into their medical training programs, enabling future healthcare providers to better understand and meet the needs of patients from various backgrounds, thereby enhancing the quality of care delivered. The United States has pioneered in embedding cultural competence into medical curricula, utilizing a variety of pedagogical approaches including case studies, community-based learning, and simulation exercises that reflect real-world scenarios. These methods encourage medical students to develop skills in culturally sensitive communication and decision-making, which are essential in providing equitable healthcare. Similarly, the UK has integrated cultural competence into its medical education through the inclusion of modules and training sessions that address the diverse needs of its multicultural population. The UK’s approach is characterized by its focus on reflective practice, where students are encouraged to engage in self-assessment and continuous learning about cultural differences and their impact on patient care. Switzerland’s model provides a unique perspective with its emphasis on multilingualism and its diverse cultural landscape. Swiss medical education incorporates cultural competence through language training and an understanding of the country’s regional diversities. This approach prepares medical students to navigate the complexities of cultural interactions and effectively communicate with patients from different linguistic and cultural backgrounds. In contrast, Ukraine is in the nascent stages of integrating cultural contexts into its medical education system. There is a pressing need to adopt and adapt Western experiences to develop context-oriented training models that are tailored to the local sociocultural environment. This includes creating programs that foster intercultural competence, adjusting educational content to reflect the specific cultural dynamics of Ukrainian society, and encouraging future medical professionals to critically reflect on their cultural assumptions and biases. The implementation of cultural competence in medical education is crucial for addressing the disparities in healthcare outcomes that often arise from cultural misunderstandings and biases. By integrating cultural competence into medical training, future healthcare providers will be better equipped to deliver patientcentered care that respects and responds to the cultural needs and values of all patients. This paper underscores the importance of such integration and provides insights into how different countries are successfully embedding cultural competence into their medical education systems. In conclusion, the globalized nature of contemporary society necessitates a shift towards educational models that prioritize cultural competence. The experiences of the USA, UK, and Switzerland offer valuable lessons for Ukraine as it begins to incorporate cultural contexts into its medical education. By embracing№ 6(34) 2024 392 these lessons and developing culturally sensitive educational frameworks, Ukraine can enhance the quality of its healthcare services and ensure that its medical professionals are prepared to meet the diverse needs of their patients. This endeavor is not only essential for improving patient care but also for fostering a more inclusive and equitable healthcare system.