ArticleRevista da Escola de Enfermagem da U S P2026
Understanding how interculturality is taught and learned by students, professors, and academic authorities through phenomenography.
Article in Revista da Escola de Enfermagem da U S P, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo understand how interculturality is taught and learned by how interculturality in the field of health is taught and learned from the perspectives of students, professors, and academic authorities involved in health-related programs within a faculty of medicine.
methodThis research employs phenomenographic qualitative methods that include semi-structured interviews with 27 key agents, including students, faculty members, and program and academic authorities. The data analysis process involved the seven stages of phenomenographic analysis.
resultsTwo approaches were identified: (A) Theoretical-experiential approach: academic authorities and professors highlight the importance of combining theory with experiential strategies, such as workshops, simulations, and international collaborative learning; (B) Direct experience with clinical practice: immersion in real contexts is emphasized on the basis of clinical rotations, tutor modelling, and participation in migrant clinics. Students highlight the value of volunteering and academic exchange.
conclusionTraining healthcare professionals in interculturality requires combining theory, practice, experiential activities, and assessment, supported by strategies fostering knowledge, attitudes, and skills for inclusive, culturally competent healthcare in increasingly diverse contexts.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.