A critical review of cultural competence frameworks and models in medical and health professional education: A meta-ethnographic synthesis: BEME Guide No. 79

Li, Shuangyu; Miles, Katherine; George, Riya Elizabeth; Ertubey, Candan; Pype, Peter; Liu, Jia

doi:10.1080/0142159x.2023.2174419

Cited by 8 publications

(1 citation statement)

References 104 publications

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“…Yet, the majority of medical schools either inadequately or superficially addresses this topic, resulting in inconsistent levels of instruction [ 41 , 42 ]. Consequently, the overall state of cultural sensitivity in medical education is often deemed insufficient and fragmented [ 43 ]. Moreover, numerous intervention strategies designed to enhance GPs’ cultural sensitivity have been developed and tested [ 44 , 45 ].…”

Section: Introductionmentioning

confidence: 99%

“Trying to write a story together”: general practitioners’ perspectives on culturally sensitive care

Vandecasteele,

Robijn,

Stevens

et al. 2024

Int J Equity Health

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Background Culturally sensitive care is integral to effective and equitable healthcare delivery, necessitating an understanding and acknowledgment of patients’ cultural needs, preferences, and expectations. This study investigates the perceptions of cultural sensitivity among general practitioners (GPs), focusing on their intentions, willingness and perceived responsibilities in providing care tailored to cultural needs. Methods In-depth interviews were conducted with 21 Flemish GPs to explore their perspectives on culturally sensitive care. Data analysis followed a conventional qualitative content analysis approach within a constructivist framework. A coding scheme was developed to identify recurring themes and patterns in the GPs’ responses. Results Findings reveal that culturally sensitive care provision is perceived as a multifaceted process, initiated by an exploration phase where GPs inquire about patients’ cultural needs and preferences. Two pivotal factors shaping culturally sensitive care emerged: patients’ specific cultural expectations and GPs’ perceived responsibilities. These factors guided the process of culturally sensitive care towards three distinct outcomes, ranging from complete adaptation to patients’ cultural requirements driven by a high sense of responsibility, through negotiation and compromise, to a paternalistic approach where GPs expect patients to conform to GPs’ values and expectations. Three typologies of GPs in providing culturally sensitive care were identified: genuinely culturally sensitive, surface-level culturally sensitive, and those perceiving diversity as a threat. Stereotyping and othering persist in healthcare, underscoring the importance of critical consciousness and cultural reflexivity in providing patient-centered and equitable care. Conclusions This study emphasizes the significance of empathy and underscores the necessity for GPs to embrace the exploration and acknowledgement of patients’ preferences and cultural needs as integral aspects of their professional role. It highlights the importance of shared decision-making, critical consciousness, cultural desire and empathy. Understanding these nuances is essential for enhancing culturally sensitive care and mitigating healthcare disparities.

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Section: Introductionmentioning

confidence: 99%

“Trying to write a story together”: general practitioners’ perspectives on culturally sensitive care

Vandecasteele,

Robijn,

Stevens

et al. 2024

Int J Equity Health

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Appreciating dyslexic thinking in qualitative research: reflections and recommendations for culturally competent, neuro-inclusive academia

Ademolu

2024

High Educ

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Dyslexia and its associated learning challenges are often misconstrued as intellectual deficits, leading to erroneous assumptions that individuals with dyslexia cannot thrive or contribute meaningfully to academic institutions. However, this article contends that the unique thinking patterns associated with dyslexia are complementary to and can substantially enrich the professional practice of qualitative research. The social model of disability emphasises how Higher Education Institutions, rooted in ableist and neurotypical norms, often marginalise and fail to accommodate dyslexic cognitive profiles. Conversely, cultural competency, as an actionable conceptual framework, calls for transformative changes that promote understanding, build meaningful relationships, and ensure effective communication with neurodivergent individuals. Drawing on my experience as a dyslexic academic, I examine critical discussions on disability, neurodiversity, higher education, and qualitative research. Adopting an autoethnographic methodological approach, I highlight my professional strengths within this context, and propose an adaptable cultural competency framework aimed at cultivating neuro-inclusive—and specifically dyslexic-friendly practices, at the individual and organisational levels within academia.

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A scoping review of artificial intelligence in medical education: BEME Guide No. 84

Gordon,

Daniel,

Ajiboye

et al. 2024

Medical Teacher

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A critical review of cultural competence frameworks and models in medical and health professional education: A meta-ethnographic synthesis: BEME Guide No. 79

Cited by 8 publications

References 104 publications

“Trying to write a story together”: general practitioners’ perspectives on culturally sensitive care

“Trying to write a story together”: general practitioners’ perspectives on culturally sensitive care

Appreciating dyslexic thinking in qualitative research: reflections and recommendations for culturally competent, neuro-inclusive academia

A scoping review of artificial intelligence in medical education: BEME Guide No. 84

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