Communities as teachers: Learning to deliver culturally effective care in pediatrics

Dean E. Sidelinger, Dodi Meyer, Gregory S. Blaschke, Patricia Hametz, Milagros Batista, Rachel Salguero, Vivian Reznik

Research output: Contribution to journalReview article

25 Scopus citations

Abstract

A patient's culture has an effect on her or his view of illness, decision to seek care, and adherence to treatment plans and follow-up visits. In this article, we describe community-academic partnerships designed to teach improved delivery of culturally effective care conducted in pediatric residency training programs in New York, New York, and San Diego, California. Columbia University-Children's Hospital of NewYork-Presbyterian focuses most of residents' cultural-training experiences within 1 community program, a home-visitation program (Best Beginnings) with which residents work in various capacities throughout residency. The University of California, San Diego and Naval Medical Center San Diego use a series of cultural "immersion experiences" as a primary method. The creation of community-academic partnerships for the purpose of service and training can be a critical asset in the development of culturally effective care training: community partners become teachers and local communities serve as classrooms.

Original languageEnglish (US)
Pages (from-to)1160-1164
Number of pages5
JournalPediatrics
Volume115
Issue number4
DOIs
StatePublished - Apr 1 2005

    Fingerprint

Keywords

  • Community medicine
  • Cultural competence
  • Cultural sensitivity
  • Culturally effective care
  • Culture
  • Graduate medical education

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

Cite this

Sidelinger, D. E., Meyer, D., Blaschke, G. S., Hametz, P., Batista, M., Salguero, R., & Reznik, V. (2005). Communities as teachers: Learning to deliver culturally effective care in pediatrics. Pediatrics, 115(4), 1160-1164. https://doi.org/10.1542/peds.2004-2825L