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Addressing Cultural Competency in Medical School. American Medical Student Association Race, Ethnicity and Culture in Health (REACH) Committee 2010-2011. Intended Learner Outcomes. Define cultural competency Understand why cultural competency is important

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addressing cultural competency in medical school

Addressing Cultural Competency in Medical School

American Medical Student Association

Race, Ethnicity and Culture in Health

(REACH) Committee

2010-2011

intended learner outcomes
Intended Learner Outcomes
  • Define cultural competency
  • Understand why cultural competency is important
  • Know how to implement cultural competency into one’s medical curriculum

AMSA REACH: Cultural Competency

cultural competency
Cultural Competency
  • “‘Cultural competence’ in health care entails: understanding the importance of social and cultural influences on patients’ health beliefs and behaviors; considering how these factors interact at multiple levels of the health care delivery system (e.g., at the level of structural processes of care or clinical decision-making); and, finally, devising interventions that take these issues into account to assure quality health care delivery to diverse patient populations.”

- Dr. Betancourt

AMSA REACH: Cultural Competency

why is it important
Why is it important?

AMSA REACH: Cultural Competency

future of the united states
Future of the United States…
  • Increasingly diverse population
  • “Current health care system is not sustainable if it is unable to address the diverse health care beliefs, values and practices of a multicultural society”

- Martin, et al., 2004

AMSA REACH: Cultural Competency

slide7
Goal
  • To integrate cultural competency into the curriculum as “Providing good patient care is not separate from basic or clinical sciences courses. It is not an elective”

- Furman G and Dent MM

AMSA REACH: Cultural Competency

step 1 identify a need
Step 1: Identify a need
  • Talk to your friends
  • Survey- identify what your student body needs
  • You can even use AAMC’s Tool for Assessing Cultural Competence Training (TACCT) to formally evaluate your medical school’s curriculum. https://www.aamc.org/initiatives/54262/tacct/

AMSA REACH: Cultural Competency

step 2 find partners
Step 2: Find partners
  • Classmates who are also interested
  • Faculty and professors
    • Guidance
    • Expertise

AMSA REACH: Cultural Competency

step 3 develop a good plan
Step 3: Develop a good plan
  • “The greatest problem faced by schools is not resistance to innovations but the fragmentation, overload and incoherence resulting from the uncritical acceptance of too many different innovations.”

- Fullan M and Stiegelbauer S.

There are many ways to implement curriculum:

  • Language training
  • Lectures and interactive sessions
  • Workshops
  • Student clerkships
  • Elective courses
  • Immersion programs
  • Month-long rotations for residents
  • OSCEs with cultural teaching
  • Short immersion CME programs

AMSA REACH: Cultural Competency

step 4 approach your deans
Step 4: Approach your Deans
  • Work with your Deans and revise or incorporate your plans into previous reform attempts.
  • “My Deans would probably be against this.”
    • Keep in mind that it’s an LCME accreditation standard.

The Role of Students in the Accreditation of Medical Education Programs in the U.S. and Canada http://www.lcme.org/roleofstudents1112.pdf

    • AAMC pre and post medical school interview.
  • Finances or faculty time:
    • Internet free resources
    • Informal peer education

AMSA REACH: Cultural Competency

step 5 tell amsa about your journey
Step 5: Tell AMSA about your Journey
  • Trials
  • Success
  • Failures
  • Any feedback on this tool…

AMSA REACH: Cultural Competency

tools
Tools
  • Midwest Academy Strategy Worksheet
  • AMSA Basic Project Planning Tool
  • ADDIE model (Assessment, Design, Development, Implementation, Evaluation)
  • Curricular Reform: The Complete How-To Guide http://amsa.org/AMSA/Files/Committee%20Docs/Curricular%20Reform%20AMSA.zip
remember
Remember…
  • Work with your classmates and delegate the work
  • Addition/revision rather than overhaul

AMSA REACH: Cultural Competency

bibliography
Bibliography
  • Association of American Medical Colleges. Tool for Assessing Cultural Competence Training. Available at: https://www.aamc.org/initiatives/54262/tacct/
  • Betancourt JR, Green AR, Carrillo JE, Ananeh-Firempong O. Defining cultural competence: A practical framework for addressing racial/ethnic disparities in health and health care. Public Health Reports, 2003; 118: 287-292.
    • Commission on Osteopathic College Accreditation. Accreditation of Colleges of Osteopathic Medicine: COM Accreditation Standards and Procedures. May 2010. Available at: http://www.osteopathic.org/pdf/SB03-Standards_of_Accreditation_July%201,%202010.pdf
  • Fullan M and Stiegelbauer S. “The new meaning of educational change.” 1991. NY, NY Teachers College Press. In Health Resources and Services Administration. Cultural Competency in Medical Education- A Guidebook for Schools. 2004, pg 13.
  • Health Resources and Services Administration. Cultural Competency in Medical Education- A Guidebook for Schools. Furman G and Dent MM. “Chapter 4: Seamless Learning: Incorporating Cultural Competency Into the Curriculum.” 2004, pg. 23.
  • Liaison Committee on Medical Education, Committee on the Accreditation of Canadian Medical Schools. The Role of Students in the Accreditation of Medical Education Programs in the U.S. and Canada. July 2010. Available at: http://www.lcme.org/roleofstudents1112.pdf
  • Martin JC, Avant RF, Bowman MA, et al. The Future of Family Medicine: a collaborative project of the family medicine community. Annals of Family Medicine. 2004; 2 Suppl 1, S3-S32.

Drew Lee

Loyola University Chicago

Reach.education@amsa.org

2010-2011 AMSA REACH Med Ed Coordinator

AMSA REACH: Cultural Competency