MULTICULTURAL ISSUES IN MEDICAL CURRICULUM - IMPLICATIONS FOR CANADIAN PHYSICIANS

This descriptive study explored multicultural issues in medical educat ion which should be included in the curricula of both the undergraduat e and residency programs of the Faculty of Medicine, The University of Calgary. Face-to-face interviews were conducted with 21 male and fema le ethnic patients to determine their expectations of and experiences with the health care they had received in Canada. Telephone interviews were conducted with ten primary care physicians to determine their ex periences of providing care to new immigrants from cultures other than their own. Content analyses and comparison of the two sets of intervi ew data revealed barriers to satisfaction, diagnosis and treatment. So me barriers were perceived both by the physicians and the ethnic patie nts, e.g. language, and attitudes towards medical technology and treat ment. Others were perceived just by the physicians, e.g. patients' bel ief in traditional practices. Still others were perceived just by the ethnic patient, e.g. perceived racial discrimination. Based on the dat a from the interviews, two simulated patients were developed and prese nted to the students of medicine, both undergraduate and resident, to teach them about multicultural health care. This study demonstrates ho w local data about multicultural health issues can be used to develop simulated patients for inclusion in the medical curriculum.