How Do Clinicians Prefer Cultural Competence Training? Findings from the DSM-5 Cultural Formulation Interview Field Trial

Abstract

Objective This study’s objective is to analyze training methods clinicians reported as most and least helpful during the DSM-5 Cultural Formulation Interview field trial, reasons why, and associations between demographic characteristics and method preferences. Method The authors used mixed methods to analyze interviews from 75 clinicians in five continents on their training preferences after a standardized training session and clinicians’ first administration of the Cultural Formulation Interview. Content analysis identified most and least helpful educational methods by reason. Bivariate and logistic regression analysis compared clinician characteristics to method preferences. Results Most frequently, clinicians named case-based behavioral simulations as “most helpful” and video as “least helpful” training methods. Bivariate and logistic regression models, first unadjusted and then clustered by country, found that each additional year of a clinician’s age was associated with a preference for behavioral simulations: OR=1.05 (95% CI: 1.01–1.10; p=0.025). Conclusions Most clinicians preferred active behavioral simulations in cultural competence training, and this effect was most pronounced among older clinicians. Effective training may be best accomplished through a combination of reviewing written guidelines, video demonstration, and behavioral simulations. Future work can examine the impact of clinician training satisfaction on patient symptoms and quality of life.

Experience of migrant care and needs for cultural competence training among public health workers in Korea

“…They also preferred passive methods, such as lectures and audiovisuals, rather than simulation methods requiring active participation. This finding differs from a previous finding that clinicians perceived case‐based behavioral simulation as the most helpful and video as the least helpful training methods (Aggarwal et al., ). We assumed that PHWs prefer lectures, which are familiar, rather than an unfamiliar simulation method.…”

“…Aggarwal et al. () suggested that both active and passive training programs could be designed based on learners’ preferences. Moreover, participants proposed that training should be part of a mandatory course offered in their organizations to encourage active participation.…”

“…We assumed that PHWs prefer lectures, which are familiar, rather than an unfamiliar simulation method. Aggarwal et al (2016) suggested that both active and passive training programs could be designed based on learners'…”

The DSM-5 Cultural Formulation Interview: Bridging Barriers Toward a Clinically Integrated Cultural Assessment in Psychiatry

“…By contrast, the DSM-5 field trial registered positive findings after only a 2-hour training program for clinicians involving passive and active modalities. 16 Training is especially needed to clarify that implementing the CFI involves discovering the sources of meaningmaking that matter to the patient and his or her community for the current episode of illness. 9 These meaning processes are often seen by patients as takenfor-granted commonsense ("just the way things are") or derive from unexamined influences related to their background and position in society not usually seen as cultural, such as education, class, or occupation, even though these strongly influence meaning-making.…”

“…19 Finally, establishing the best training methodologies for the CFI is an active area of research. 16 Key topics include evaluating the cost-benefit ratio of diverse training modalities, the resulting fidelity of CFI administration, and whether ongoing supervision is required to sustain fidelity over time. [19][20][21] Currently, a 1-hour online Englishlanguage module is available worldwide for initial training on the CFI, which incorporates videos (passive) and action planner (active) training modalities (for information, email CECCinfo@ nyculturalcompetence.org).…”