Blog About Us Community Service Kit National Partners Results Tools Scrapbook   • How to Use This Kit • Teaching Service Learning • Order the Film & Companion Book   The Impact of Cancer on Family Life The Impact of Cancer on Siblings How to Help Your Buddy Doctors & Nurses THE SERVICE LEARNING PROCESS: • Preparation • Community Service • Reflection • Celebration Promoting Cultural Competency in the Medical Community written by Maryann Ziemer SERVICE PROJECT OVERVIEW In any endeavor, the ability to understand what is being said is fundamental to planning, following directions, and working consciously to get the best possible outcome. Nowhere is this more important than in making and carrying out healthcare decisions. The doctor or nurse who can effectively communicate complex information, serves the patient well and frequently, with more positive results. Cultural and ethnic diversity in patients presents additional challenges to medical professionals who must not only provide information, but for the best possible outcome, must also provide compassionate care to the patient and family. Medicine is based in science and, evermore frequently, technology. On the other hand, the values, observances, and traditions of a specific ethnic or cultural group may focus more on folk or traditional practices, which may be difficult to reconcile with the demands of modern medicine. Often there exists a disconnect between the culturally diverse patient and family and their medical health providers. This may be evident especially when a patient travels out of his familiar cultural environment, where cultural belief and practice are readily recognized and accepted, to an unfamiliar and perhaps distant facility to obtain specialized treatment. Medical professionals who acquire and can express understanding of their patients’ beliefs, cultural values, and level of comprehension, have a heightened ability to work with patients effectively and compassionately and with improved patient outcome. In this lesson, students (especially those within a specific cultural group) expand their understanding of a group’s values, beliefs, practices, and traditions. They will do this by interviewing parents, family elders, and leaders in the cultural community, as well as by text and Internet research. With a fuller understanding of their own cultural heritage, students will construct a plan to communicate relevant concepts about their cultural heritage to the doctors, nurses, and medical institutions that serve their community. Note to Teachers: This unit is targeted toward high school juniors and seniors who are part of a specific ethnic or cultural group. High school students are often highly motivated and competitive in health-centered activities and classes. With good supervisors and school support, they can approach hospital administrators, diversity advisory councils, or human relations personnel to arrange partnering, thereby becoming cultural brokers between their community and the medical community. It is believed that students can provide added information that children’s hospitals and pediatric practices would otherwise have to “dig for”. SUBJECTS Language Arts 7th - 12th grade Social Studies Health Career Development NATIONAL STANDARDS1 Language Arts   1. Student uses the general skills and strategies of the writing process 2. Student uses the stylistic and rhetorical aspects of writing 3. Student uses grammatical and mechanical conventions in written compositions 4. Student gathers and uses information for research purposes 8.Student uses listening skills and speaking strategies for different purposes 9. Student uses viewing skills and strategies to understand and interpret visual media. 21. Student organizes information and ideas 31. Student uses verbal and nonverbal communication   Working With Others and Personal Development   1. Student contributes to the overall effort of a group 4. Student displays effective interpersonal communication skills 5. Student demonstrates leadership   Health Education   1. Student knows and uses health care terminology 3. Understands the distinctions among the various levels of care 4. Understands how technology is used in the health-care industry 7. Understands the relationship between the health care delivery system and the community 14. Understands processes involved in monitoring client health status   Behavioral Studies   1. Understands that group and cultural influences contribute to human development, identity, and behavior 2. Understands various meanings of social group, group membership, and different ways groups function 4. Understands conflict, cooperation and interdependence among individual, groups and institutions   Technology   6. Student understands the nature and uses of different forms of technology 34. Student understands role of technology in society 38. Student understands uses of technology   Health Care Basics   1. Student knows and uses health care terminology 3. Student understands the distinctions among the various levels of care 4. Student understands how technology is used in the health-care industry 7. Student understands the relationship between the health care delivery system and the community 14. Student understands processes involved in monitoring client health status UNIT OBJECTIVES Students will identify and expand his or her cultural awareness. The student will investigate the origins of beliefs, practices, or traditions among persons in the student’s cultural community. The student will research, develop, and participate in occasions for sharing culturally relevant information to the medical community. ASSESSMENTS Participation in class question and answer discussions. Student self-assessment about knowledge of cultural practices and their origins. Quality of students’ descriptive paragraphs and derivative essays. Students assess and evaluate the effectiveness of their research efforts by opportunities for presenting and sharing their culture with the medical community. Rubric   RESOURCES Bridging the Cultural Divide in Health Care Settings: The Essential Role of Cultural Broker Programs (PDF). Developed for National Health Service Corps, U.S. Department of Health and Human Services, by the National Center for Cultural Competence, Georgetown University Center for Child and Human Development, Georgetown University Medical Center, 2004. Voices of a Broken System: Real People, Real Problems (PDF), National Institutes of Health, National Cancer Institute, 2000-2001. This report discusses obstacles to cancer care including "The Impact of Culture and Bias on Cancer Care: Issues of Culture and Bias Originating with Health Care Providers" (p.31), and "Issues of Culture and Bias Originating with Patients and the Public" (p.33). For copies of this report, contact Maureen O. Wilson, pcp-r@mail.nih.gov. Phone 301-496-1148. Special Populations Networks for Cancer Awareness, Research, and Training. This program sponsors both large scale projects and smaller-scale efforts that focus on ethnic, minority, and medically underserved communities in counties, tribal nations, or population subgroups. A LION IN THE HOUSE: Five Children. Six Years. True Stories from the War on Cancer, edited by Margaret McGurk, Orange Frazer Press, Inc. (2006) Redes En Acción, Latino Cancer Report (PDF), The National Hispanic/Latino Cancer Network. This report focuses on cancer sites, including breast, cervical, lung, liver and stomach, which are most significant to the Hispanic/Latino population. More information at http://redesenaccion.org/. Intercultural Cancer Council. This is a network of national organizations that promotes communication between ethnic and cultural communities in an effort to foster cultural competency and reduce the incidence of cancer among minorities. Provides cancer fact sheets for specific cultural groups, including American Indians/Alaska Natives, African Americans, Asian Americans, Hispanics/Latinos, and the Rural Poor and Medically Underserved. Revised Pocket Guide to Cultural Competence in Cancer Care: A Health Care Professional's Passport American Medical Student Association section about Cultural Competency in Medicine is an enlightening overview of the issues, offers case studies, and identifies areas of common dissonance. U.S. Department of Health and Human Services Office of Minority Health, Cultural Competency section offers definitions, data, reports, national standards, and training tools. LESSONS CONTAINED IN THIS UNIT: 1 - OVERVIEW FILM AND PROJECT 2 - IDENTIFY AND KNOW YOUR CULTURAL HERITAGE 3 - RESEARCH OPPORTUNITIES TO PRESENT YOUR CULTURAL HERITAGE TO THE MEDICAL COMMUNITY 4 - COMMUNITY SERVICE > YOU BECOME A CULTURAL BROKER FOR YOUR COMMUNITY, A GO-BETWEEN TO THE MEDICAL COMMUNITY LESSON 1: OVERVIEW FILM PROJECT AND PURPOSE NATIONAL STANDARDS1   Language Arts   1. Student uses the general skills and strategies of the writing process 8. Student uses listening skills and speaking strategies for different purposes 9. Student uses viewing skills and strategies to understand and interpret visual media   Technology   6. Student understands the nature and uses of different forms of technology 34. Student understands role of technology in society 38. Student understands uses of technology LESSON OBJECTIVES Students view the film clip “Doctors and Nurses” Students participate in class discussion of the film clip Students answer discussion questions RESOURCES Note to Teachers: To gain a broader background of the scope and content, learn more about A Lion in the House and resources at http://www.itvs.org/outreach/lioninthehouse. MATERIALS Viewing equipment Computer with Internet access Discussion Questions (PDF) Writing materials PROCEDURE   1. Teacher provides an overview of the A Lion in the House film project and its purpose. 2. View the “Doctors and Nurses” film clip. 3. Teacher leads class conversation on Discussion Questions. ASSESSMENTS Participation in discussion by individual class members. EXTENSIONS The teacher may wish to consider showing the entire A Lion in the House film to the class. Allow sufficient time or multiple class persiods to accommodate the 4-hour film. Back to Lessons LESSON 2: IDENTIFY AND KNOW YOUR CULTURAL HERITAGE Members of a culturally diverse community may hold quite different views and attitudes toward illness, healing and health care, as well as toward health care providers and the health care system and environment. Folk healing methods performed by a respected tribal healer or shaman, and folk medicines made from natural plant or animal substances, may be more easily understood and accepted than the prescribed pharmaceuticals and technology of the medical community. NATIONAL STANDARDS2 Language Arts   Writing 1. Student uses the general skills and strategies of the writing process 3. Student uses grammatical and mechanical conventions in written compositions 4. Student gathers and uses information for research purposes 8. Student uses listening and speaking strategies for different purposes 21. Student organizes information and ideas 31. Student uses verbal and nonverbal communication   Working with Others and Personal Development   1. Student contributes to the overall effort of a group 4. Student displays effective interpersonal communication skills 5. Student demonstrates leadership   Health Education   1. Student knows and uses health care terminology 3. Understands the distinctions among the various levels of care 4. Understands how technology is used in the health-care industry 7. Understands the relationship between the health care delivery system and the community 14. Understands processes involved in monitoring client health status   Behavioral Studies   1. Understands that group and cultural influences contribute to human development, identity, and behavior 2. Understands various meanings of social group, group membership, and different ways groups function 4. Understands conflict, cooperation and interdependence among individual, groups and institutions         LESSON OBJECTIVES Students identify cultural beliefs, attitudes, practices, and customs in matters of health, illness, and treatment in their cultural community. Students compare the methods of their cultural community to the methods of the health care community. Students discuss the availability of health insurance among culturally diverse groups and how the degree of availability impacts attitudes about health care. RESOURCES Family or community elders Community leaders Cultural heritage resource person within the community Internet Library resources Cultural center personnel MATERIALS Writing Materials Tape recorder Health problem question/answer handout PROCEDURE   Note to teacher: Some cultures may derive from a national origin such as Mexican, Vietnamese, Somalian, Russian or Hmong; others from a religious heritage such as Hindu, Muslim, or Buddhist. Some groups may represent a blending or “mosaic” of similar cultures. Be aware that some students may be reluctant to talk about subjects related to their ethnic origins because they (or their families) are intent on becoming assimilated. Some may simply be unaware because one source of such information -- family elders -- are not present in the family. To give the lesson perspective relative to health practices within the community, help students focus on three common health problems. Examples might be fever, persistent headache, fractures, infection, unusual swelling, and wounds or lacerations. More complicated beliefs can be found in investigating cultural attitudes toward illnesses that can carry a stigma in many cultures, such as HIV, mental illness, and cancer. 1. Students identify their specific cultural or faith heritage. 2. Lead students in a discussion of life-altering events that occur in all cultures. 3. These may include pregnancy, birth of a child, marriage, coming of age, leaving the family home, serious illness, death, post-death grief or memorial observances. Ask the students to think about where and how these events are observed or celebrated. Is it in the home, in a religious center, a community space? Make a list of these events and leave space for notes. 4. Discuss some of the attitudes, expressions, mannerisms, or taboos that are part of their specific cultural heritage. Examples might include attitudes toward modesty of dress, verbal expressions, hand gestures, eye contact, and expressions of respect (especially for elders). 5. Students research topics such as their cultural group’s attitudes toward life altering events, expressions, mannerisms, and taboos. Sources of information may be through interviews with family or community elders, community leaders, or cultural heritage resource persons. Take notes or use a tape recorder (with permission). Discuss with students the importance of including the date, name of person being interviewed, name of the interviewer, and location of the interview. 6. Assign other students to research subjects by Internet, library resources, or cultural center personnel or resources. When research is interview-based, students should include notes with dates, sources, and reference citations. 7. Ask the students to compare their cultural group’s observances of life-altering events to those of other groups that they have observed. What differences do they perceive? 8. Discuss the cultural group’s attitude toward health and illness issues and how such issues are put into practice. Discuss how each of these health problems might be addressed within the cultural community. Answer the following questions as part of a class discussion or a writing assignment: Would help be sought for the problem? Who in the community would be consulted for advice about the health problem? When would help be sought? What treatment would be given? Who would administer treatment? What follow up to the treatment might there be? 9. Discuss how each of these health problems might be treated in a doctor’s office or clinic. 10. Discuss and compare the two approaches to health and healing. Ask the students to write a descriptive essay based on the information gathered. 11. Students report back to the group about: Things they discovered about their cultural heritage that they did not know before. Their perception of attitudes held by others within the group toward their cultural heritage. Medical and health issues within the cultural community. ADDITIONAL RESOURCES Multicultural HealthCare Solutions. This resource assists organizations in developing mutually satisfying relationships with patients of diverse backgrounds. Guidelines are available at http://medicine.ucsf.edu/resources/guidelines/culture.html.   Sources within organizations or institutions that are locally available to students: • Grandparents, great grandparents, or other elders who are members of families within the cultural group • Immigrant assistance organizations • Faith-based groups within church, synagogue, mosque, kiva, that focus on immigrant or refugee services • Libraries and cultural centers in communities with large ethnic populations • Teachers of English as a Second Language Note - In true Cultural Competency, there is no standardized format for interacting with specific groups, as this often leads to stereotyping. A truly culturally competent physician or healthcare provider is able to communicate to ascertain the individual patient’s preferred method of interaction. The following books can be interesting for background information if used with care: A Provider's Handbook on Culturally Competent Care: African American Population from the Kaiser Permanente National Diversity Council, part of a book series on specific groups, also contains good references. http://xnet.kp.org/permanentejournal/winter00pj/competent.html Cultural Health Assessment-3rd Edition, by Carolyn Erickson D'Avanzo & Elaine M. Geissler, 2003 Mosby, Inc., ISBN # 0-323-01858-0. This is a pocket companion, which contains healthcare beliefs from practically every country around the world. ASSESSMENTS Class participation in discussions Quality of students’ descriptive paragraphs and derivative essays Student self-assessment about knowledge of cultural practices and their origins. Student participation in group discussions Quality of written and taped record of interviews Reports of research efforts EXTENSIONS Attitudes of fatalism and inevitability with respect to health and illness issues are related to availability of screening and care among some ethnic or cultural groups. Students can explore the prevalence of such attitudes and discuss reasons for their prevalence. The availability of health insurance is often a significant factor in seeking medical care. Students can discuss the issue of access to health insurance. The Children’s Defense Fund has programs that can help families access health insurance that they may not realize they are eligible for. CDF asks that the teacher, rather than students, contact them. • http://www.childrens defense.org/site/PageNavigator/shout • http://www.childrensdefense.org/site/PageNavigator/sprout Also, students may wish to research clinical trials matching and financial and insurance issues as provided through the Lance Armstrong Foundation. http://www.livestrong.org/community/program Students tell what they know or understand about the origins of the group’s cultural beliefs, attitudes, practices, or observances. Students research and plan an event that reproduces one of their culture’s celebrations or observances. Students assemble a display of artifacts or items used in the expression of their culture’s beliefs, values, traditions, observances, or faith practices. Invite parents and other members of the community. Sometimes the resistance of parents to their children’s desire to be “like the other kids” and do “what everyone else does” often sets up conflict in the immigrant family. Students can identify this source of conflict and give class/group time to explore possible solutions to generational differences. Back to Lessons LESSON 3: RESEARCH OPPORTUNITIES TO PRESENT YOUR CULTURAL HERITAGE TO THE MEDICAL COMMUNITY Medical institutions such as children’s hospitals and pediatric clinics sponsor continuous education opportunities for doctors, nurses, and other members of the medical community. Through focus groups, brown bag lunch talks, seminars, retreats, and lectures, hospital staff members become informed and aware. In this lesson, students investigate opportunities to become cultural broker participants in these events. NATIONAL STANDARDS   Health Care Basics 1. Student knows and uses health care terminology 2. Student understands the distinctions among the various levels of care 4. Student understands how technology is used in the health-care industry 7. Student understands the relationship between the health care delivery system and the community 14. Student understands processes involved in monitoring client health status   Language Arts 8. Student uses listening and speaking strategies for different purposes Working with Others 1. Student contributes to the overall effort of a group 4. Student displays effective interpersonal communication skills 5. Student demonstrates leadership skills LESSON OBJECTIVES Students will use information from local medical institutions, print, and web site sources to research possible contacts, venues, and opportunities for sharing their culture with the medical community. RESOURCES Children’s Hospital Medical Centers located in students’ home city or region. Search keywords National Association of Children’s Hospitals. The interpretive services department of your community hospital may be a knowledgeable and friendly place to start. National Association of Children’s Hospitals and Related Institutions. Locate hospitals by geographic region, programs, services, areas of research. Keywords NACHRI. Children’s Oncology Group works toward the goal of cures for pediatric cancer. American Medical Association has organizations of doctors of ethnic origin such as: • Association of American Indian Physicians • Chinese American Medical Society, Inc. American Medical Association’s Minority Affairs Consortium includes National Hispanic Medical Association. Has 36,000 licensed Hispanic physicians nationwide. Hispanic Physician Outreach Initiative. Urban Appalachian Council provides a bibliography to understand the Appalachian experience. Resources for Cross Cultural Health Care. Association of American Medical Colleges. The Cross Cultural Health Care Program offers cultural competency and medical interpreter training. Center for Race and Ethnicity in Medicine, University of Wisconsin School of Medicine. Association of Asian and Pacific Islander American Health Forum, Inc. Cultural and faith serving organizations in your community. Other sources may be hospital chaplains and other faith based resource persons affiliated with the medical community and school district health departments. MATERIALS Names and locations of hospital, clinic, and pediatric practices as listed in local phone directories Names and locations of institutions and contacts as derived from RESOURCES above Telephone access Computer with Internet access Email capability PROCEDURE   1. Students use their list of resources to organize a calling agenda to obtain appropriate contact names and information sources at medical institutions. 2. Students construct a “script” of points to be covered when talking to medical institution personnel. The script should include: Identification of the calling student and his or her school and teacher Description of the cultural competency project and its purpose Reason for the call Questions to ask the contact person 3. Students talk to hospital administrators, social workers, and appropriate others to learn about opportunities and events that they might attend and participate in as cultural brokers for their community. 4. Students construct a list of events with dates, locations, contact names and numbers, and information about required forms or documentation from their medical community contacts to provide opportunities for student presentation.   ASSESSMENTS Students assess and evaluate the effectiveness of their research efforts by the response from their medical community contacts. Students identify personal strengths and weaknesses in presenting and seeking information. EXTENSIONS A community’s faith heritage and belief in divine intervention can play a role in attitudes toward health care, illness, and treatment. Students contact hospital chaplains to explore the role of faith heritage in cultural competency. Back to Lessons LESSON 4: COMMUNITY SERVICE > YOU BECOME A CULTURAL BROKER FOR YOUR COMMUNITY, A GO-BETWEEN TO THE MEDICAL COMMUNITY When their child is diagnosed with cancer, parents must deal with many complex medical issues and decisions that are presented to them by doctors, nurses and others in the medical community. Parents from diverse cultural backgrounds who seek medical help for their cancer-stricken child need clear and compassionate explanations. Doctors and nurses and other medical personnel have a need to know how to, and be able to, compassionately explain and assure both child and parents. If the patient family is of a different cultural or ethnic background, doctors and nurses may not be aware of cultural differences that affect how they communicate with and relate to the patient and family. Doctors and nurses may not understand that a family’s cultural beliefs, practices, or traditions may influence its attitudes toward medical treatment, procedures, or the hospital or clinic environment. Sometimes a child must go to a different city for specialized treatment. The support of their cultural community is lost during treatment in a different city. If a patient and family are not fluent in English, the medical staff may find it difficult to communicate effectively. When doctors and nurses have some understanding about the different cultural beliefs and practices of their patient family, they are more able to serve the patient well and sometimes with a better health outcome. Students with knowledge of a specific cultural group develop ways to present and explain the group’s values, beliefs, practices, and traditions to doctors, nurses, and other medical staff who serve members of their cultural or ethnic community. In this way, students share their culture and become cultural brokers to the medical community. NATIONAL STANDARDS   Health Care Basics 1. Student knows and uses health care terminology 2. Student understands the distinctions among the various levels of care 4. Student understands how technology is used in the health-care industry 7. Student understands the relationship between the health care delivery system and the community 14. Student understands processes involved in monitoring client health status   Language Arts Writing 1. Student uses the general skills and strategies of the writing process 2. Student uses the stylistic and rhetorical aspects of writing 3. Student uses grammatical and mechanical conventions in written compositions Listening and speaking 8. Student uses listening and speaking strategies for different purposes Working with Others 4. Student displays effective interpersonal communication skills 5. Student demonstrates leadership skills LESSON OBJECTIVES Students will understand why it is helpful for medical personnel to have an understanding of the practices, beliefs, and behaviors of their patients’ culture. Students will compile a list of, and reasons for, behaviors, practices, observances, and taboos that would help medical professionals understand and better serve an ethnic or culturally diverse patient. Students will create a presentation based on their reflective writings that can be shared with the medical community. Students will present their information effectively to the medical community. MATERIALS Writing materials Internet access, computer and printer Telephone and directories Computer and software technology appropriate to the presentation method PROCEDURE Note to Teacher: To give strength, verification, and validity to students’ efforts, and to increase their acceptance by medical sources, students will need the ongoing help, support, and interest of their teacher/advisors as they investigate and schedule their contacts with the medical community. As the project progresses, additional help may include monitoring student information about locations, dates, times, transportation, completion of forms or other required documentation. 1. The teacher leads a discussion to develop background knowledge of cultural competency and the students’ role as a cultural broker. Explain that doctors and nurses use science-based thinking and technology to help sick people. Sometimes it is difficult for people from a different culture to understand or to accept what the doctors or nurses are trying to do and why they are doing it. 2. Have the students ask themselves these questions: Have you ever had difficulty making somebody understand what you mean? Have you ever had difficulty understanding what another person is telling you? Have you ever had someone help you out by speaking up for you or explaining what you mean? 3. Now ask the students to imagine that they are doctors or nurses who need to explain complicated information to culturally diverse parents of a child with cancer. What information about the family would you find helpful in communicating medical information to them? Students should record their comments, observations, and answers as journal entries. 4. Brainstorm with students to compile a list of events, values, practices, or celebrations that are commonly observed in their cultural community. Students will then write essays about a selected event, value, practice, or celebration. The essay students write may be chosen to become part of their presentation to the medical community. The essays should include: a title for the name of the event, value, practice or celebration a description of the event, value, practice or celebration when and where and by whom it is observed its importance to the culture of the community its origins or reasons for being observed 5. Have students contact appropriate sources in the medical community to inquire about upcoming conferences, retreats, workshops, informational brown bag lunches, or talks that students might attend and participate in. The contacts could include sources as researched and contacted in lesson 3 of the unit. Make students aware that in their introductory information-seeking calls, they should provide the name and location of their school, the name of their teacher or advisor, and relevant phone numbers or email addresses. 6. Students follow up by working with the participating organizations to develop plans to present information and asking for an appropriate time when they, acting as cultural brokers, could make a presentation on behalf of their ethnic or cultural community.Students compile a data sheet that gives contact names and numbers, dates, locations, times, and title of event at which they will present. 7. Students polish their presentation material. Presentations may vary in design, content, length, and form according to the industry, resources, and skills of the presenting students. Some students may use posters to illustrate their information, others slides or handouts, still others a PowerPoint presentation. Students should practice with each other to attain a smooth and convincing delivery. The presentation should include: an introduction (who the student is, what culture or ethnic group he or she represents, school or organization). purpose of the project (students wish to promote cultural understanding as a community service between the medical community and patients and their families). 8. Students present several major points drawn from life-altering events that have health implications, such as pregnancy, birth, serious illness or disease, death, and grief. Students describe how their culture values, regards, observes, conducts, or celebrates life-altering events and how they may differ from that of the medical community. Students should be prepared to answer (or find answers) to questions. ASSESSMENTS Student shows an understanding of the primary issue: importance of increased cultural competency among doctors and nurses Journal entries Completion and quality of essays Participation in class discussions Self-assessment of ability to effectively present information EXTENSIONS While modern medical practice makes use of an immense variety of pharmaceuticals, the belief systems of some cultures rely on natural or home-prepared medications. Students explore plant- or animal-based medications used by their culture or ethnic group. Health issues in culturally diverse groups are sometimes handled by members of the group recognized as healers or shaman. Programs in which doctors and nurses have worked with shaman on mutually beneficial education projects have been developed. Students may wish to explore such a program as exists among the Hmong in Merced County, California. See Bridging the Cultural Divide in Health Care Settings: The Essential Role of Cultural Broker Programs, p.8 “Physicians Gain Insight Into Hmong Health Beliefs and Practices” Ask local doctors or nurses who are members of the ethnic or cultural group to speak to the class or group, to help students polish their presentations, and to help place students’ information or schedule presentation events. Students may wish to construct their cultural competency presentation as a televised segment, using community public television access resources. The following Language Art and Technology standards topics apply if students choose to use filming techniques, PowerPoint presentation, public television access facilities, or other media technology for brokering their cultural awareness to the medical community. • Applying technology • Critical viewing • Critically evaluating written/spoken texts and visual media • 16. Locating sources/gathering information • 17. Mass media format • 19. Media production • 20. Oral composition and presentation • 24. Persuasive writing • 30. Style, diction, and voice • 31. Verbal and nonverbal communication • 34. Writing for audience and purpose Back to Lessons UNIT REFLECTION What part of this service project did you find was most difficult? Most satisfying? Most challenging? Do you feel confident that your message about cultural competency was useful to the medical personnel to whom it was presented? Did any of the work you did make you think about a career in medicine? Social services? Becoming fluent in another language or becoming an interpreter? Think about returning to your cultural community with a report on the work you did as you shared your culture with the medical community. How will you explain to them what you hoped to accomplish and describe how you went about it? Think about questions that members of the community might ask and how you might answer them. Do you agree that patients and their families would be motivated to seek medical help sooner if they knew that doctors and nurses would understand and respect their cultural values and health beliefs and practices? 1 Standards from Mid-Continent Research for Educational Learning (McREL) at http://www.mcrel.org/     A Lion in the House is a co-production of Steven Bognar & Julia Reichert and the Independent Television Service (ITVS), Executive Producer Sally Jo Fifer.            blog About Us community service kit national partners results tools scrapbook            Website hosted by DONET.COM                     © 2007, A Lion in the House, LLC.