Global longitudinal pathway: has medical education curriculum influenced medical students' skills and attitudes toward culturally diverse populations?
Office of Educational Affairs; Division of Research and Evaluation; Department of Family Medicine and Community Health
Medical Subject Headings
Education, Medical, Undergraduate; Attitude; Clinical Competence; Poverty; Cultural Diversity
Educational Assessment, Evaluation, and Research | Medicine and Health Sciences
Background: The Pathway represents a longitudinal program for medical students, consisting of both domestic and international experiences with poor populations. A previous study reported no significant attitudinal changes toward the medically indigent between Pathway and non-Pathway students.
Purpose: The purpose of this study was to investigate and differentiate the skills and attitudes of Pathway and non-Pathway students in working with culturally diverse populations by conducting quantitative and qualitative analyses.
Methods: Selected items from a cultural assessment were analyzed using independent t-tests and a proportional analysis using approximation of the binomial distribution. In addition, a qualitative assessment of non-Pathway and Pathway students was conducted.
Results: A statistically significant difference was found at the end of Years 2, 3, and 4 regarding student confidence ratings, and qualitative results had similar findings.
Conclusions: Clear and distinct differences between the two studied groups were found indicating the root of this increased confidence may have developed due to exposure to the Pathway program.
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Citation: Teach Learn Med. 2011 Jul-Sep;23(3):223-30. Link to article on publisher's website
Zanetti, Mary L.; Godkin, Michael A.; Twomey, Joshua P.; and Pugnaire, Michele P., "Global longitudinal pathway: has medical education curriculum influenced medical students' skills and attitudes toward culturally diverse populations?" (2011). Office of Institutional Research, Evaluation, and Assessment Publications and Presentations. 30.