雙人成舞：跨文化能力中的「跨」
雙人成舞：跨文化能力中的「跨」
探討跨文化健康能力在全球健康照護及醫學教育中的重要性。
主題與核心觀點
1.跨文化能力的定義：
跨文化能力是指在不同文化情境中能有效且恰當地進行溝通互動的能力，這取決於個人的知識、技能和態度的結合。該能力需要在「第三空間」中發展，這是一個文化交融的過渡區域，這個「第三空間」是讓主動或被動跨越國界的人，能夠在跨文化的互動中，重新定義自我與他者的關係。本文認為，「跨」是將兩個不同文化放置在同一水平，且是雙向發展的動態過程。
2.三大支柱：
文章提到在 Smith 等人的研究中，統整了國際難民醫學畢業生的需求，其中包括學習、存在和連結三個支柱，「學習」支柱是指知識和技能的取得，「存在」支柱則是指個體在不同文化脈絡下因為文化差異而進行自我認同的調整，進而融入不同文化的過程，「連結」支柱則是建立社會關係。其中跨文化能力在學習和存在中扮演著中心角色。
3.跨文化的挑戰與機會：
國際醫學畢業生（International Medical Graduates）與在海外進行短期實習的健康照護學生，在其適應主流文化（Host culture）時難免面臨文化差異的挑戰。然而，主流文化的成員也需要發展跨文化能力，以促進國際文化的整合。
4.建立橋接聯繫：
建立跨文化的橋接聯繫對於提升跨文化能力至關重要。這些聯繫不僅有助於移民的適應，還能促進文化的相互理解。
5.醫學教育的應用：
一般認為，短期國際實習對於提供醫療照護專業學生學習全球化健康相關知識，以及發展跨文化能力上是有效的。在跨文化兩端的教育人員，都必須先進行聯繫與溝通，提前讓學生做好跨文化交流的準備，融入更多的社交與學習互動，以獲得國際學習最大化效益。即使最後醫學生非留在國外發展，跨文化能力在面對現代多元化的社會中，依舊能展現其價值。
應用與亮點：
1.醫學生和健康照護專業人員應共同努力，在國際交流機會中，創造學習的「第三空間」，促進文化間的連結與理解。
2.跨文化能力的發展需要雙方的努力，在跨文化交流的實踐中，跨文化兩端的教育人員應主動聯繫溝通，形成良好的文化交流，事先提供醫學生跨文化交流的準備。
3.不論國際醫學畢業生及醫學生的移動是主動或被動，他們在新環境中建立社交網絡和職業生涯的能力仍然凸顯了跨文化能力的重要性。對全球健康具有重要意義。
【研究團隊】
團隊成員：Mo Al-Haddad、呂佩穎
代表單位：醫學教育暨人本化教育研究中心
團隊簡介：Dr. Mo Al-Haddad為英國格拉斯哥大學醫學院、牙醫及護理學院榮譽教授；呂佩穎教授為高雄醫學大學醫學系醫學人文與教育學科教授以及醫學教育暨人本化教育研究中心主任。
研究聯繫Email：mehhpe@kmu.edu.tw
【論文資訊】
論文出處：Med Educ. 2024 Jul;58(7):766-768. doi: 10.1111/medu.15319.
全文下載：https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15319
It takes two to tango: The ‘inter’ in intercultural competence
It takes two to tango: The ‘inter’ in intercultural competence
Summary
This article explores the significance of intercultural competence in global health care and medical education.
Main Themes and Core Ideas
1. Definition of Intercultural Competence:
Intercultural competence refers to the ability to communicate effectively and appropriately in different cultural contexts, relying on a combination of personal knowledge, skills, and attitudes. This competence develops in a "third space," a transitional area where immigrants can redefine their relationships with themselves and others. The prefix ‘inter’ signifies the juxtaposition of at least two different cultures and implies a bidirectionality to competence.
2. Three Pillars:
The article mentions that the integrative needs identified by Smith et al. include three pillars: learning, connecting, and being. The ‘learning’ pillar included required knowledge and skills acquisition. The ‘being’ pillar encompassed necessary identity work. The ‘connecting’ pillar comprised social connections, which impacted all other domains. Cultural competence playing a central role in learning and being.
3. Challenges and Opportunities for Immigrants:
International Medical Graduates and students on short-term international placements face challenges in adapting to mainstream culture, where cultural differences are seen as barriers. However, members of the dominant culture also need to develop intercultural competence to facilitate the integration of immigrants.
4. Building Bridging Connections:
The article emphasizes that establishing bridging connections is crucial for enhancing intercultural competence. These connections not only aid immigrants in adapting but also promote mutual cultural understanding.
5. Application in Medical Education:
Generally speaking, short-term international placements are effective for developing intercultural competence in medical students with knowledge related to global health and developing intercultural competence. Educators on both sides of the inter-cultural must first contact and communicate, equip students for intercultural exchanges in advance, and integrate more social and learning interactions to maximize the benefits of international learning. Even if students have no intention of practicing abroad, intercultural competence is necessary for caring for their multicultural patients and connecting with fellow international students.
Application and Highlights:
1.The article calls on healthcare students and professionals should work together to create a "third space" for learning through
international exchange opportunities and promote intercultural connections and understanding.
2.The development of intercultural competence requires efforts from both sides, with members of the dominant culture also taking
initiative to foster cultural exchange.
3.Although international medical graduates and medical students move either actively or passively, their ability to build social networks
and careers in new environments still highlights the importance of intercultural competence. Of great significance to global health.
Research Team Members: Mo Al-Haddad, Peih-ying Lu
Representative Department: Center for Medical Education and Humanizing Health Profession Education
Introduction of Research Team: Mo Al-Haddad is Honorary Professor in the School of Medicine, Dentistry & Nursing, of University of Glasgow. Peih-ying Lu is the Professor of Department of Medical Humanities and Education, College of Medicine, and the Director of the Center for Medical Education and Humanizing Health Professional Education.
Contact Email: mehhpe@kmu.edu.tw
Publication: Med Educ. 2024 Jul;58(7):766-768. doi: 10.1111/medu.15319.
Full-Text Article: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15319
