Melissa R Brottman1, Douglas M Char, Robin A Hattori, Rachel Heeb, Steven D Taff. 1. M.R. Brottman is currently occupational therapist, Schwab Rehabilitation Hospital, Chicago, Illinois. At the time of writing, she was a third-year clinical doctorate student, Program in Occupational Therapy, Washington University School of Medicine in St. Louis, St. Louis, Missouri. D.M. Char is professor of emergency medicine and director of faculty development for emergency medicine, Washington University School of Medicine in St. Louis, St. Louis, Missouri. R.A. Hattori is senior project manager, Program in Occupational Therapy, Washington University School of Medicine in St. Louis, St. Louis, Missouri. R. Heeb was a third-year clinical doctorate student, Program in Occupational Therapy, Washington University School of Medicine in St. Louis, St. Louis, Missouri, at the time of writing. She is currently a rehabilitation and participation science doctoral student, Program in Occupational Therapy, Washington University School of Medicine in St. Louis, St. Louis, Missouri. S.D. Taff is associate professor of occupational therapy and medicine and director, Division of Professional Education, Program in Occupational Therapy, Washington University School of Medicine in St. Louis, St. Louis, Missouri.
Abstract
PURPOSE: To explore best practices for increasing cultural competency and reducing health disparities, the authors conducted a scoping review of the existing literature. METHOD: The review was guided by 2 questions: (1) Are health care professionals and medical students learning about implicit bias, health disparities, advocacy, and the needs of diverse patient populations? (2) What educational strategies are being used to increase student and educator cultural competency? In August 2016 and July 2018, the authors searched 10 databases (including Ovid MEDLINE, Embase, and Scopus) and MedEdPORTAL, respectively, using keywords related to multiple health professions and cultural competency or diversity and inclusion education and training. Publications from 2005 to August 2016 were included. Results were screened using a 2-phase process (title and abstract review followed by full-text review) to determine if articles met the inclusion or exclusion criteria. RESULTS: The search identified 89 articles that specifically related to cultural competency or diversity and inclusion education and training within health care. Interventions ranged from single-day workshops to a 10-year curriculum. Eleven educational strategies used to teach cultural competency and about health disparities were identified. Many studies recommended using multiple educational strategies to develop knowledge, awareness, attitudes, and skills. Less than half of the studies reported favorable outcomes. Multiple studies highlighted the difficulty of implementing curricula without trained and knowledgeable faculty. CONCLUSIONS: For the field to progress in supporting a culturally diverse patient population, comprehensive training of trainers, longitudinal evaluations of interventions, and the identification and establishment of best practices will be imperative.
PURPOSE: To explore best practices for increasing cultural competency and reducing health disparities, the authors conducted a scoping review of the existing literature. METHOD: The review was guided by 2 questions: (1) Are health care professionals and medical students learning about implicit bias, health disparities, advocacy, and the needs of diverse patient populations? (2) What educational strategies are being used to increase student and educator cultural competency? In August 2016 and July 2018, the authors searched 10 databases (including Ovid MEDLINE, Embase, and Scopus) and MedEdPORTAL, respectively, using keywords related to multiple health professions and cultural competency or diversity and inclusion education and training. Publications from 2005 to August 2016 were included. Results were screened using a 2-phase process (title and abstract review followed by full-text review) to determine if articles met the inclusion or exclusion criteria. RESULTS: The search identified 89 articles that specifically related to cultural competency or diversity and inclusion education and training within health care. Interventions ranged from single-day workshops to a 10-year curriculum. Eleven educational strategies used to teach cultural competency and about health disparities were identified. Many studies recommended using multiple educational strategies to develop knowledge, awareness, attitudes, and skills. Less than half of the studies reported favorable outcomes. Multiple studies highlighted the difficulty of implementing curricula without trained and knowledgeable faculty. CONCLUSIONS: For the field to progress in supporting a culturally diverse patient population, comprehensive training of trainers, longitudinal evaluations of interventions, and the identification and establishment of best practices will be imperative.
Authors: Rachel B Atkinson; Jasmine A Khubchandani; Maria B J Chun; Emma Reidy; Gezzer Ortega; Paul A Bain; Caroline Demko; Jeenn Barreiro-Rosado; Tara S Kent; Douglas S Smink Journal: J Grad Med Educ Date: 2022-02
Authors: Stijn Schelfhout; Robin Vandecasteele; Stéphanie De Maesschalck; Fanny D'hondt; Sara Willems; Eva Derous Journal: Int J Environ Res Public Health Date: 2022-04-08 Impact factor: 4.614
Authors: Sharon Pang; Hursuong Vongsachang; Thomas K Le; George Q Zhang; Taibo Li; Jason T C Lee; Shari M Lawson Journal: BMC Med Educ Date: 2021-03-06 Impact factor: 2.463