To study the prevalence of serious physical interpersonal violence and to identify the types of p... more To study the prevalence of serious physical interpersonal violence and to identify the types of perpetrators, the frequency of occurrence, tile time since tile violence occurred, tile risk profiles, and other factors related to victimization. Methods: One-week survey of all consecutively registered patients and their visitors in an urban public hospital adult walk-in clinic, using an anonymous self-administered questionnaire. Results: (If tile 1,5(}4 patients, 1,(14l (69.2% } completed tile questionnaire. Tile reported experience of serious physical violence victimization ff)r the whole study population, both patients (n = 1,041) and visitors (n = 155), was 47.9"/,, (573/1,196). A violence victim was more likely to be male Iodds ratio (OR)
In the past decade, notions of "cultural competence" and "cultural sensitivity" have gained rapid... more In the past decade, notions of "cultural competence" and "cultural sensitivity" have gained rapid ascendance within American medical education, in general, and within psychiatric residency programs, in particular. These innovations in medical education are elements of a multipronged, health sector-wide response to widespread racial/ethnic disparities in health outcomes recently identified in the United States. The vast scope and magnitude of these disparities came to light at the turn of the millennium with the publication of the Institute of Medicine's 2002 report, Unequal Treatment: Confronting Racial and Ethnic Disparities in
"In the past decade, notions of “cultural competence” and “cultural sensitivity” have gained rapi... more "In the past decade, notions of “cultural competence” and “cultural sensitivity” have gained rapid ascendance within American medical education in general and within psychiatric residency programs in particular. These innovations in medical education are elements of a multi-pronged, health sector-wide response to vast racial/ethnic disparities in health outcomes recently identified in the United States. The vast scope and magnitude of these disparities came to light at the turn of the millennium with the publication of the Institute of Medicine’s 2002 report, Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, and the Surgeon General’s landmark 2001 supplemental report, Mental Health: Culture, Race, Ethnicity, among other studies. These disturbing findings were quickly interpreted as a clarion call to prompt and decisive action, and the field of medical education has been especially responsive to this call. One key consequence of this call has been a comprehensive effort to sensitize clinicians-in-training to the roles they might play – often unwittingly – in producing and reinforcing disparities in treatment and health outcome.
Although a wide variety of educational interventions have been implemented across medical school and residency training programs in recent years, it is striking how little is known about the on-the-ground challenges, problems, and pitfalls that arise when clinician-educators attempt to render issues of racial/ethnic and cultural difference “teachable” and “learnable.” In this commentary, we address this glaring absence from the literature by reporting findings of an innovative qualitative research study conducted at a major teaching hospital in the northeastern United States."
To study the prevalence of serious physical interpersonal violence and to identify the types of p... more To study the prevalence of serious physical interpersonal violence and to identify the types of perpetrators, the frequency of occurrence, tile time since tile violence occurred, tile risk profiles, and other factors related to victimization. Methods: One-week survey of all consecutively registered patients and their visitors in an urban public hospital adult walk-in clinic, using an anonymous self-administered questionnaire. Results: (If tile 1,5(}4 patients, 1,(14l (69.2% } completed tile questionnaire. Tile reported experience of serious physical violence victimization ff)r the whole study population, both patients (n = 1,041) and visitors (n = 155), was 47.9"/,, (573/1,196). A violence victim was more likely to be male Iodds ratio (OR)
In the past decade, notions of "cultural competence" and "cultural sensitivity" have gained rapid... more In the past decade, notions of "cultural competence" and "cultural sensitivity" have gained rapid ascendance within American medical education, in general, and within psychiatric residency programs, in particular. These innovations in medical education are elements of a multipronged, health sector-wide response to widespread racial/ethnic disparities in health outcomes recently identified in the United States. The vast scope and magnitude of these disparities came to light at the turn of the millennium with the publication of the Institute of Medicine's 2002 report, Unequal Treatment: Confronting Racial and Ethnic Disparities in
"In the past decade, notions of “cultural competence” and “cultural sensitivity” have gained rapi... more "In the past decade, notions of “cultural competence” and “cultural sensitivity” have gained rapid ascendance within American medical education in general and within psychiatric residency programs in particular. These innovations in medical education are elements of a multi-pronged, health sector-wide response to vast racial/ethnic disparities in health outcomes recently identified in the United States. The vast scope and magnitude of these disparities came to light at the turn of the millennium with the publication of the Institute of Medicine’s 2002 report, Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, and the Surgeon General’s landmark 2001 supplemental report, Mental Health: Culture, Race, Ethnicity, among other studies. These disturbing findings were quickly interpreted as a clarion call to prompt and decisive action, and the field of medical education has been especially responsive to this call. One key consequence of this call has been a comprehensive effort to sensitize clinicians-in-training to the roles they might play – often unwittingly – in producing and reinforcing disparities in treatment and health outcome.
Although a wide variety of educational interventions have been implemented across medical school and residency training programs in recent years, it is striking how little is known about the on-the-ground challenges, problems, and pitfalls that arise when clinician-educators attempt to render issues of racial/ethnic and cultural difference “teachable” and “learnable.” In this commentary, we address this glaring absence from the literature by reporting findings of an innovative qualitative research study conducted at a major teaching hospital in the northeastern United States."
Uploads
Papers by Antonio Bullon
Although a wide variety of educational interventions have been implemented across medical school and residency training programs in recent years, it is striking how little is known about the on-the-ground challenges, problems, and pitfalls that arise when clinician-educators attempt to render issues of racial/ethnic and cultural difference “teachable” and “learnable.” In this commentary, we address this glaring absence from the literature by reporting findings of an innovative qualitative research study conducted at a major teaching hospital in the northeastern United States."
Although a wide variety of educational interventions have been implemented across medical school and residency training programs in recent years, it is striking how little is known about the on-the-ground challenges, problems, and pitfalls that arise when clinician-educators attempt to render issues of racial/ethnic and cultural difference “teachable” and “learnable.” In this commentary, we address this glaring absence from the literature by reporting findings of an innovative qualitative research study conducted at a major teaching hospital in the northeastern United States."