Cultural competence in medical education: A questionnaire study of Danish medical teachers’ perceptions of and preparedness to teach cultural competence

Sørensen, Jesper B.; Jervelund, Signe Smith; Nørredam, Marie; Kristiansen, Maria; Krasnik, Allan

doi:10.1177/1403494816685937

Cited by 10 publications

(11 citation statements)

References 25 publications

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“…53 Many health educational institutions provide little formal leadership in conceptualizing and framing diversity education, despite the widespread practice of this type of teaching. 54 The complexity and sensitivity of diversity education requires a greater understanding of how to create a supportive environment in which to facilitate and constructively explore participants' own culture, biases, and assumptions. The findings suggested diversity education should be personal, relational, and experiential.…”

Section: Discussionmentioning

confidence: 99%

Perspectives of Patients With Mental Illness on How to Better Teach and Evaluate Diversity Education in the National Health Service

George

Smith

O’Reilly

et al. 2019

J Contin Educ Health Prof

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Introduction: Diversity education is a mandatory requirement for all mental-health practitioners and health care professionals in the UK National Health Service. Wide variability exists in the development, delivery, and evaluation of diversity education across health care settings, with limited evidence to suggest the optimal approach for teaching this subject. This study aimed to explore the perspectives of patients with mental illness on how to better teach and evaluate diversity education in the National Health Service. Methods: A participatory research approach was used with five mental-health patient organizations. Forty-two patients with mental illness took part in three participatory workshops. Data were analyzed through template analysis. Results: The findings indicated that a focus on the nuances and dynamics of clinical relationships would be beneficial. Specifically, the relationship considered most important to examine with respect to diversity education was the "practitioner-self" relationship. Discussion: Reconstructing the relationship-centered care model with the addition of the practitioner-self relationship may be better suited to theoretically informing future developments in diversity education. Further research is needed to understand what educational approaches contribute toward a relationship-centered care outlook and how relationship building behaviors, particularly those relevant to the practitioner-self relationship are best developed in diverse settings.

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Section: Discussionmentioning

confidence: 99%

Perspectives of Patients With Mental Illness on How to Better Teach and Evaluate Diversity Education in the National Health Service

George

Smith

O’Reilly

et al. 2019

J Contin Educ Health Prof

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“…However, none of these models were specifically tailored for education purposes. In support of these findings, Sorensen et al [9] also highlighted the importance of cultural issues and the need to integrate cultural competence in medical curricula.…”

Section: Introductionmentioning

confidence: 88%

The Use of Interpreters in Medical Education: A Narrative Literature Review

Constantinou

Becker

et al. 2021

Societies

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This paper presents the results of a narrative literature review on the use of interpreters in medical education. A careful search strategy was based on keywords and inclusion and exclusion criteria, and used the databases PubMed, Medline Ovid, Google Scholar, Scopus, CINAHL, and EBSCO. The search strategy resulted in 20 articles, which reflected the research aim and were reviewed on the basis of an interpretive approach. They were then critically appraised in accordance with the “critical assessment skills programme” guidelines. Results showed that the use of interpreters in medical education as part of the curriculum is scarce, but students have been trained in how to work with interpreters when interviewing patients to fully develop their skills. The study highlights the importance of integrating the use of interpreters in medical curricula, proposes a framework for achieving this, and suggests pertinent research questions for enriching cultural competence.

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“…Therefore, there is no recent documentation on the extent of discrimination in the healthcare arena. Pre-and postgraduate training in cultural competences is not mandatory in the Danish healthcare system (IOM, 2017;Sorensen et al, 2017).…”

Section: Cultural Consultation In a Danish Contextmentioning

confidence: 99%

“…This article adds to requested research on provider experiences with and the perceived utility of the CFI (Lewis-Fernández et al, 2016b), and contributes with empirical evidence to the field of culturally informed mental healthcare for migrant patients. It demonstrates benefits and pitfalls of using the CFI in Denmark, which can be viewed as an example of a European healthcare context where cultural consultation is not an integrated concept or curriculum in health education programs (Sorensen et al, 2017) and where the notion of culture is contentious, due to negative political rhetoric regarding multiculturalism (Hervik, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Cultural Formulation Interview—Generating distance or alliance? A qualitative study of practice changes in Danish mental healthcare

Lindberg

Carlsson

Kristiansen

et al. 2022

Transcult Psychiatry

Self Cite

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This article presents provider experiences with the Cultural Formulation Interview (CFI) in Danish mental healthcare for migrant patients. Semi-structured interviews with 17 providers and 20 recorded CFI sessions were analyzed with a constructivist grounded theory approach. Based on our empirical material, we endorse the CFI’s ability to facilitate working alliance and a profound and contextually situated understanding of the patient. Further, the CFI supported less-experienced providers in investigating cultural issues. Conversely, we found that CFI questions about cultural identity and background evoked notions of distance and ‘othering’ in the encounter. Nine providers had felt discomfort and professional insecurity when the CFI compelled them to introduce explanatory frameworks of culture in the mental health assessment. Eleven providers had experienced that the abstract nature of the questions inhibited patient responses or led to short and stereotypical descriptions, which had limited analytical value. We describe the contradictory CFI experiences of alliance versus distance at three levels: 1) at the CFI instrument level; 2) at the organizational level; and 3) at the contextual and structural level. We demonstrate benefits and pitfalls of using the CFI with migrants in Denmark, which is an example of a European healthcare context where cultural consultation is not an integrated concept in health education programs and where the notion of culture is contentious due to negative political rhetoric on multiculturalism. We suggest that the CFI should be introduced with thorough training; focus on fidelity; and supervision in the clinical application and understanding of the concept of culture.

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Cultural competence in medical education: A questionnaire study of Danish medical teachers’ perceptions of and preparedness to teach cultural competence

Cited by 10 publications

References 25 publications

Perspectives of Patients With Mental Illness on How to Better Teach and Evaluate Diversity Education in the National Health Service

Perspectives of Patients With Mental Illness on How to Better Teach and Evaluate Diversity Education in the National Health Service

The Use of Interpreters in Medical Education: A Narrative Literature Review

The Cultural Formulation Interview—Generating distance or alliance? A qualitative study of practice changes in Danish mental healthcare

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