[Medical education in the Netherlands: little attention paid to the cultural diversity of patients]. / Medisch onderwijs in Nederland: weinig aandacht voor culturele diversiteit van patiënten.

OBJECTIVE: To ascertain how much attention is given to cultural diversity in the eight medical faculties in Dutch universities. DESIGN: Interviews. METHOD: In the period January-June 2001 interviews were held with 76 people in medical faculties: policy makers, teachers and students. RESULTS: Medical courses scarcely devoted any attention to the fact that physicians need to deal with a multicultural society. Only the medical courses at the Free University of Amsterdam and Nijmegen University had included a compulsory module in this subject. The other universities were aiming for a more integrated treatment of the subject. However, for the time being, the acquisition of information about cultural diversity (specific diseases in different ethnic groups, different conceptions about health and disease and possibilities for solving communication problems) depended mainly on the personal interest of the teacher and the choices of the medical students. CONCLUSION: Cultural diversity receives little attention in the medical courses at the eight Dutch university medical faculties. A national approach to this problem is therefore recommended, with the setting up of an interfaculty workgroup to develop good teaching material on subjects related to cultural diversity.

Intercultural training of medical students.

Until recently the Utrecht Medical School had a traditional curriculum with a predominantly biomedical orientation and strong emphasis on curative medicine. In 1997 an experimental 'Multi-cultural Family Attachment Course' started at the Utrecht Medical School with 20 second-year medical students. Each student was attached to a native Dutch and an ethnic minority family with a newborn or chronically ill child. In a period of 1.5 years students had to visit each family at home four times. The students monitored growth and development of the child and discussed several aspects of health and disease with the parents according to a structured schedule. In regular group sessions students reported back their experiences. In this way, the influence of socioeconomic circumstances, culture and environment on health becomes a real-life experience. This paper aims to describe some aspects of this pilot-course and the reactions of the students.