Cultural sensitivity or professional acculturation in early clinical experience?. (November 2014)

• Record Type: Journal Article
• Authors: Whitford, David L.; Hubail, Amal Redha
• Is Part Of: Medical teacher. Volume 36:Number 11(2014)
• Page Start: 951
• Page End: 957
• Publication Date: 2014-11
• Subjects: Medical education -- Periodicals; 610.711
• DOI: 10.3109/0142159X.2014.910296
• Languages: English
• ISSNs: 0142-159X

Abstract

<abstract> <title>Abstract</title> <p> <bold>Aim</bold>: This study aimed to explore the early clinical experience of medical students following the adaptation of an Early Patient Contact curriculum from a European culture in Ireland to an Arab culture in Bahrain.</p> <p> <bold>Methods</bold>: Medical students in Bahrain took part in an Early Patient Contact module modelled on a similar module from a partner medical school in Ireland. We used a qualitative approach employing thematic analysis of 54 student reflective logbooks. Particular attention was placed on reflections of cultural influences of experience in the course.</p> <p> <bold>Results</bold>: Medical students undergoing this module received reported documented benefits of early clinical experience. However, students in Bahrain were exposed to cultural norms of the local Arab society including gender values, visiting the homes of strangers, language barriers and generous hospitality that led to additional challenges and learning for the medical students in acculturating to norms of the medical profession.</p> <p> <bold>Conclusion</bold>: Modules intended for curriculum adaptation between two cultures would be best served by a group of "core" learning outcomes with "secondary" outcomes culturally appropriate to each site. Within the context of the Arab culture, early clinical experience has the added benefit of allowing students to learn about both local and professional cultural norms, thereby facilitating integration of these two cultures.</p> </abstract>