Culturally Competent Care Pedagogy: What Works?

Dykes, Daryll C.; White, Augustus A.

doi:10.1007/s11999-011-1862-6

Cited by 17 publications

(15 citation statements)

References 4 publications

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“…In general, physicians are not likely to receive adequate training in culturally competent health care, despite some evidence that this should help reduce health disparities in youth (Ambrose, Lin, & Chun, 2013;Dykes & White, 2011;Like, 2011). Currently, medical school and residency education is putting more emphasis on training in cultural competency.…”

Section: Healthcare Provider-athlete Relationship Levelmentioning

confidence: 99%

“…Unfortunately, skills to manage these rising levels of diversity, culturally relevant interventions, and increases in inclusion have received little attention in the sports medicine literature, and evidence indicates that sports medicine professionals, such as athletic trainers and team physicians, have limited knowledge about effectively delivering culturally competent care (Marra et al, 2010). Health disparities among racial and ethnic groups persist, with racial/ethnic minorities in the U.S. receiving lower-quality healthcare services and demonstrating worse health indicators than White Americans (Dykes & White, 2011;Elster, Jarosik, VanGeest, & Fleming, 2003). Thus, healthcare professionals who work with collegiate athletes need additional knowledge, skills, and abilities in cultural competency and promoting health equity.…”

Section: Introductionmentioning

confidence: 99%

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The Holistic Athletic Healthcare Model: Addressing the Developmental, Social, and Cultural Needs of Collegiate Athletes

Barkley

Taliaferro

Baker

et al. 2018

JHEAI

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Many adolescent and young adult athletes only access the healthcare system through involvement in sports. Yet, many opportunities are missed in the sports medicine environment to provide holistic, quality care for these athletes that assist them in navigating toward healthy adulthood and that also address inequities that impair good health. Since most causes of morbidity and mortality in this age group are related to poor health behaviors, and comprehensive health care services are fragmented, it is imperative that sports medicine healthcare be reimagined to incorporate a social-ecological perspective that holistically addresses the unique medical, social, cultural, and behavioral needs of athletes. We propose a socialecological perspective that enhances developmental assets as the basis for sports medicine services. This innovative approach -the Holistic Athletic Healthcare Model -involves (a) addressing adolescent developmental needs and the social determinants of health at the individual level, (b) using strength-based approaches and demonstrating cultural competency in healthcare provider relationships, (c) integrating medical care with campus community services, and (d) promoting health equity in the campus environment. Engagement in sports has many benefits beyond winning in the game and health is more than being injury-free. Sports medicine practitioners and healthcare systems must be proactive in supporting athletes from all backgrounds to become healthy adults.

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Section: Healthcare Provider-athlete Relationship Levelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Holistic Athletic Healthcare Model: Addressing the Developmental, Social, and Cultural Needs of Collegiate Athletes

Barkley

Taliaferro

Baker

et al. 2018

JHEAI

View full text Add to dashboard Cite

show abstract

“…7 Anthropologic approaches involve learning about specific characteristics, norms, and values of various cultural groups and then placing patients into one of those groups, which then provides a guide to how to approach caring for them. 8 Although this approach may offer some benefit, many leaders in the field argue that the group approach to cultural competency education is potentially counterproductive because it risks promoting stereotypes, which in turn can promote “othering.” 9,10 Othering occurs when one group is defined as different from the “normal” group, which can lead to labeling, marginalization, and exclusion.…”

Section: Models Of Cross-cultural Education Trainingmentioning

confidence: 99%

Cross-Cultural Training in Pediatric Residency: Every Encounter Is a Cross-Cultural Encounter

Javier¹,

Hendriksz²,

Chamberlain³

et al. 2013

Academic Pediatrics

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“…). Reviews such as these demonstrate that while there is some evidence that education by cultural competence training might have an effect on health professionals’ knowledge and attitudes, there is considerable variation in approaches, and because of this variation, little understanding of what works (Dykes & White ). While mental health and cultural issues have been taught for many years in undergraduate nursing and health sciences courses, they have rarely been combined and taught in a unified manner.…”

Section: Introductionmentioning

confidence: 99%

Reshaping curricula: Culture and mental health in undergraduate health degrees

Muir‐Cochrane

O'Kane

McAllister

et al. 2017

Int J Mental Health Nurs

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Australia is a country rich in cultural diversity, with Indigenous Australians having specific cultural values and a variety of different spoken languages. In addition, the increasing number of people from migrant and refugee backgrounds, requires that health professionals be able to communicate effectively with people from a wide range of cultural backgrounds. This is particularly relevant when undertaking a mental health assessment, because members of diverse communities often face the dual vulnerability of marginalisation and stigmatisation. This paper reports on the development and evaluation of an innovative virtual teaching and learning resource that prepare health students to be culturally competent in mental health assessment.Four online interprofessional learning journeys were developed; each can be used as part of a teaching package or independently. Evaluation of the usefulness of the learning resources as well as the cultural competence of students was conducted across three participating Australian universities. Quantitative evaluation involved pre-and post-testing using an empathy scale, mental health nursing clinical confidence scale and a cultural competence questionnaire informed by the theory of planned behaviour. Qualitative data from focus group interviews explored participants' experiences of using the guided learning journey. Participants reported changes from pre-test to post-test in their empathy and attitudes toward culturally and linguistically diverse consumers with significant positive changes in cultural competence, empathy and attitudes. There was strong satisfaction with the learning materials indicating that participants valued this 'real world' learning experience. 2Results require cautious interpretation given recruitment difficulties in the evaluation phase. However, these learning journeys appear to have potential to be an effective way to challenge attitudes and perceptions as well as increase cultural competence toward culturally and linguistically diverse consumers.

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Culturally Competent Care Pedagogy: What Works?

Cited by 17 publications

References 4 publications

The Holistic Athletic Healthcare Model: Addressing the Developmental, Social, and Cultural Needs of Collegiate Athletes

The Holistic Athletic Healthcare Model: Addressing the Developmental, Social, and Cultural Needs of Collegiate Athletes

Cross-Cultural Training in Pediatric Residency: Every Encounter Is a Cross-Cultural Encounter

Reshaping curricula: Culture and mental health in undergraduate health degrees

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