Cultural Competency Training and Education in the University-based Professional Training of Health Professionals: Characteristics, Quality and Outcomes of Evaluations

Clifford, Anton; Calman, Janya Mc; Jongen, Crystal; Bainbridge, Rox

doi:10.21767/2049-5471.1000104

Cited by 12 publications

(3 citation statements)

References 20 publications

(92 reference statements)

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“…The 64 studies found were organised according to the healthcare level or component being addressed. The authors identified four primary cultural competence intervention categories including: health workforce development ( n = 16, 25%); student education and training ( n = 16, 25%) [ 37 ]; programs and services ( n = 22, 34%) [ 33 ], and; health organisations and systems ( n = 10, 16%) [ 34 ] (see Fig. 2 ).…”

Section: Methodsmentioning

confidence: 99%

Health workforce cultural competency interventions: a systematic scoping review

Jongen

McCalman

Bainbridge

2018

BMC Health Serv Res

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226

178

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BackgroundAddressing health workforce cultural competence is a common approach to improving health service quality for culturally and ethnically diverse groups. Research evidence in this area is primarily focused on cultural competency training and its effects on practitioners’ knowledge, attitudes, skills and behaviour. While improvements in measures of healthcare practitioner cultural competency and other healthcare outcomes have been reported, there are concerns around evidence strength and quality. This scoping review reports on the intervention strategies, outcomes, and measures of included studies with the purpose of informing the implementation and evaluation of future interventions to improve health workforce cultural competence.MethodsThis systematic scoping review was completed as part of a larger systematic literature search conducted on cultural competence intervention evaluations in health care in Canada, the United States, Australia and New Zealand published from 2006 to 2015. Overall, 64 studies on cultural competency interventions were found, with 16 aimed directly at the health workforce.ResultsThere was significant heterogeneity in workforce intervention strategies, measures and outcomes reported across studies making comparisons of intervention effects difficult. The two main workforce intervention strategies identified were cultural competency training and other professional development interventions including other training and mentoring. Positive outcomes were commonly reported for improved practitioner knowledge (9/16), skills (7/16), and attitudes/beliefs (5/16). Although health care (6/16) and health (2/16) outcomes were reported in some studies there was very limited evidence of positive intervention impacts. Only four studies utilised existing validated measurement tools to assess intervention outcomes.ConclusionTraining and development of the health workforce remain a principle strategy towards the goal of improved cultural competence in health services and systems. Diverse approaches are available to increase health workforce cultural competence. However, the effects of interventions beyond practitioner knowledge and attitudes remains unclear. Assessment of practitioner behavioural outcomes as well as measures of intervention impact on healthcare and health outcomes are needed to build a stronger evidence base.Electronic supplementary materialThe online version of this article (10.1186/s12913-018-3001-5) contains supplementary material, which is available to authorized users.

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Section: Methodsmentioning

confidence: 99%

Health workforce cultural competency interventions: a systematic scoping review

Jongen

McCalman

Bainbridge

2018

BMC Health Serv Res

Self Cite

226

178

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“…Similar findings have been reported in studies by Larsen and Reif [18], Tomlinson-Clarke and Clarke [19], and Charles et al [20], all of whom reported that improved cultural awareness and sensitivity followed cultural immersion experiences. A systematic review conducted by Clifford et al [21] reported an increase in cultural competency through knowledge, attitudes, and awareness, indicating growth in the cognitive, affective, and perceptual domains following immersion experiences. Work by Tremethick and Smit [22] and Conroy and Taggart [23] reported the importance of cultural immersion in the preparation of culturally competent healthcare professionals for the development of clinical and interpersonal skills, suggesting that immersion experiences may lead to improved patient care.…”

Section: Discussionmentioning

confidence: 99%

Cultural immersion in the education of healthcare professionals: a systematic review

Brock¹,

Fowler²,

Freeman³

et al. 2019

J Educ Eval Health Prof

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Purpose: With the ever-changing cultural makeup of society, the ability to deliver culturally appropriate healthcare is essential. An educational method aimed at increasing cultural knowledge and sensitivity in the education of healthcare professionals is cultural immersion, which creates opportunities for transformational learning through direct interactions with culturally diverse populations. The purpose of this systematic review was to examine the qualitative effects of cultural immersion experiences on graduate-level healthcare professional students. Methods: A search of the CINAHL (Cumulative Index to Nursing and Allied Health Literature) and ERIC (Education Resources Information Center) databases was performed, utilizing search terms including cultural immersion, cultural sensitivity, educational outcomes, and healthcare professionals. The search was limited to publications within the last 10 years. The articles were screened according to title, abstract, and full-text following the application of inclusion/exclusion criteria. Themes identified within each article were collected and categorized, using a qualitative methodology, into 5 overarching domains to assess the educational experiences. Studies were scored for quality using the qualitative portion of the McGill Mixed Methods Appraisal Tool–2011. Results: Nine studies incorporating a total of 94 participants with experiences in 14 culturally diverse environments revealing 47 individually identified themes were included in the review. The results indicated that all cultural immersion experiences stimulated increased cultural awareness and sensitivity. Conclusion: Cultural immersion experiences produced a positive, multi-domain effect on cultural learning in students of the health professions. The results of this review provide support for implementing cultural immersion experiences into the education of healthcare professionals with the goal of increasing cultural sensitivity.

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“…76 Teaching methods that included community immersion experiences or simulated patients had clearer conclusions and often addressed all four optimal mechanisms of learning 8 .This helps form a stronger foundation for future educators when they are developing their own "cultural competence" education model. In turn, this may be due to the foundational nature of cultural immersion programmes as they can target multiple domains of learning such as cognition, affect and perception 77 . In terms of ICC skills, cultural immersion programs develop clinical and interpersonal skills simultaneously, which may lead to improved patient care 78.79 .…”

Section: Cultural Immersionmentioning

confidence: 99%

Inter-Cultural Communication Skills Training in Medical Schools: A Systematic Review

Cooling¹,

Rahman

2023

MRAJ

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Background Effective intercultural communication skills are an essential graduate outcome for medical students in a globalised world. Educational theory would suggest that combining an understanding of cultural competence with patient centred communication skills through an experiential, immersive, reflective and longitudinal curriculum may be the most effective way to develop intercultural communication skills. Aims To determine the scope and most effective teaching methods in training medical students in intercultural communication with ethnically diverse populations. Method A systematic review of the literature was performed using the PRISMA Guidelines to identify articles that described methods for teaching intercultural communication to medical students. A search of the literature was performed in five databases: Cochrane, EMBASE, ERIC, PubMed and Web of Science. Relevant papers were interrogated for impact (Kirkpatrick level), quality (Colthart scale) and learning mechanism. Results We found 22 studies that described teaching methods for developing intercultural communication for ethnically diverse people in medical schools. There were a diverse range of teaching methods, durations and time of delivery in the medical course. Better teaching interventions were underpinned by learning theory and usually included practice with standardised patients, reflection and immersive experiences with members of ethnically diverse communities. Evaluation of these studies was limited mostly to short term student satisfaction surveys or performance assessments which hampered determining their effectiveness. Conclusion While there are indications that intercultural communication is best learnt as a continuum of cultural and communication skill development through immersive experiences, iteratively through medical school, there remains a need for high quality longitudinal studies to confirm this hypothesis.

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Cultural Competency Training and Education in the University-based Professional Training of Health Professionals: Characteristics, Quality and Outcomes of Evaluations

Cited by 12 publications

References 20 publications

Health workforce cultural competency interventions: a systematic scoping review

Health workforce cultural competency interventions: a systematic scoping review

Cultural immersion in the education of healthcare professionals: a systematic review

Inter-Cultural Communication Skills Training in Medical Schools: A Systematic Review

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