Published online April 1, 2005
PEDIATRICS Vol. 115 No. 4 April 2005, pp. 1160-1164 (doi:10.1542/peds.2004-2825L)
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SUPPLEMENT ARTICLE

Communities as Teachers: Learning to Deliver Culturally Effective Care in Pediatrics

Dean E. Sidelinger, MD, MSEd*, Dodi Meyer, MD{ddagger}, Gregory S. Blaschke, MD, MPH§, Patricia Hametz, MD{ddagger}, Milagros Batista, MSW{ddagger}, Rachel Salguero, MD, MPH{ddagger} and Vivian Reznik, MD, MPH*

* Department of Pediatrics, University of California, San Diego, School of Medicine, La Jolla, California
{ddagger} Department of Pediatrics, Columbia University College of Physicians and Surgeons, New York, New York
§ Department of Pediatrics, Naval Medical Center San Diego, California

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.

Key Words: community medicine • cultural competence • cultural sensitivity • culturally effective care • culture • graduate medical education

Abbreviations: CHONY, Columbia University–Children's Hospital of NewYork-Presbyterian

Accepted Dec 22, 2004.




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