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dc.contributor.advisorAnne Hudson Jones, Ph.D.en_US
dc.creatorJ. Ernest Aguilaren_US
dc.date.accessioned2011-12-20T16:05:05Z
dc.date.available2008-12-09en_US
dc.date.available2011-12-20T16:05:05Z
dc.date.created2008-07-25en_US
dc.date.issued2008-07-07en_US
dc.identifier.otheretd-07252008-154855en_US
dc.identifier.urihttp://hdl.handle.net/2152.3/189
dc.description.abstractFor at least the past three decades, training programs in cultural competency have enjoyed increasing popularity in medical schools and in continuing medical education. Proponents of cultural competency generally hold that when physicians and other health-care professionals are trained in cultural issues, there will be a reduction in race-based disparities in both the access to and the quality of health care. Yet there has been little evidence to support this claim. Further, a conceptual analysis of cultural competency suggests that this type of training may serve only to maintain or further aggravate the current state of affairs faced by cultural and racial minorities. New pedagogical models are needed. These models will need to include an opportunity (and the support) for the unlearning of old patterns of viewing society. Participants will need to reflect on the social factors and structures that are more likely to lead to race-based disparities. These factors include but are not limited to a legacy of interracial hostility and mistrust, the unjust distribution of social power, and a defective understanding of the proper posture to be taken towards the one that is other. Educational theories that promote participatory, transformative, and reflective learning experience must be used to shape new educational efforts. Reforms in medical education can draw more heavily from the theories developed by scholars in literature and medicine. These theorists argue that the development of narrative skills contributes to improved communication across interpersonal differences. Further, many scholars agree that reading well-written works of literature contributes to the skill required for recognizing injustice and engaging in the moral and ethical reflection needed to address it.en_US
dc.format.mediumelectronicen_US
dc.language.isoengen_US
dc.rightsCopyright © is held by the author. Presentation of this material on the TDL web site by The University of Texas Medical Branch at Galveston was made possible under a limited license grant from the author who has retained all copyrights in the works.en_US
dc.subjectothernessen_US
dc.subjectliterature and medicineen_US
dc.subjecthealth disparitiesen_US
dc.subjectdiscriminationen_US
dc.subjectcultural competencyen_US
dc.subjectcritical thinkingen_US
dc.titleBeyond cultural competency: Using literature to foster socially conscious medicineen_US
dc.type.materialtexten_US
dc.type.genredissertationen_US
thesis.degree.namePhDen_US
thesis.degree.levelDoctoralen_US
thesis.degree.grantorThe University of Texas Medical Branchen_US
thesis.degree.departmentMedical Humanitiesen_US
dc.contributor.committeeMemberSayantani DasGupta, M.D., M.P.H.en_US
dc.contributor.committeeMemberRobert Bulik, Ph.D.en_US
dc.contributor.committeeMemberHoward Brody, M.D., Ph.D.en_US
dc.contributor.committeeMemberHarold Y. Vanderpool, Th.M., Ph.D.en_US


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