Enhancing cultural competence in medical education

Research output: Contribution to journalJournal articleResearchpeer-review

Standard

Enhancing cultural competence in medical education. / Sorensen, Janne; Norredam, Marie; Dogra, Nisha; Essink-Bot, Marie-Louise; Suurmond, Jeanine; Krasnik, Allan.

In: International Journal of Medical Education, Vol. 8, 26.01.2017, p. 28-30.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Sorensen, J, Norredam, M, Dogra, N, Essink-Bot, M-L, Suurmond, J & Krasnik, A 2017, 'Enhancing cultural competence in medical education', International Journal of Medical Education, vol. 8, pp. 28-30. https://doi.org/10.5116/ijme.587a.0333

APA

Sorensen, J., Norredam, M., Dogra, N., Essink-Bot, M-L., Suurmond, J., & Krasnik, A. (2017). Enhancing cultural competence in medical education. International Journal of Medical Education, 8, 28-30. https://doi.org/10.5116/ijme.587a.0333

Vancouver

Sorensen J, Norredam M, Dogra N, Essink-Bot M-L, Suurmond J, Krasnik A. Enhancing cultural competence in medical education. International Journal of Medical Education. 2017 Jan 26;8:28-30. https://doi.org/10.5116/ijme.587a.0333

Author

Sorensen, Janne ; Norredam, Marie ; Dogra, Nisha ; Essink-Bot, Marie-Louise ; Suurmond, Jeanine ; Krasnik, Allan. / Enhancing cultural competence in medical education. In: International Journal of Medical Education. 2017 ; Vol. 8. pp. 28-30.

Bibtex

@article{a9a67545e94e4bf0b132157b60f99975,
title = "Enhancing cultural competence in medical education",
abstract = "A health system serving diverse populations requires health professionals who are competent in caring for patients and population groups who differ in e.g. age, gender, socio-economic status, migrant status, and ethnicity. Cultural competence (CC) among health professionals is viewed as one strategy to ensure equal access to healthcare across diverse groups and to ensure that patients receive care by their needs.1,2 However, many physicians are insufficiently prepared to meet the needs of increasingly diverse populations.3In 2013, the EACEA ERASMUS Life Long Learning Programme funded the project Culturally Competent in Medical Education involving 13 partners from 11 countries.4 The project aimed to support the implementation of CC in medical curricula. First, a Delphi Study involving 34 experts was conducted to develop a framework of core cultural competencies for medical school teachers. The framework included learning objectives on knowledge (e.g., teachers should have knowledge of determinants of health), attitudes (e.g., teachers should be aware of their own ethnic and cultural backgrounds), and skills (e.g., teachers should have the ability to engage and motivate all students). The second stage of the project was a survey conducted to identify the strengths, gaps, and limitations of CC in the programmes of the 13 medical school project partners.Based on the Delphi study and survey findings, we created guidelines for the development and delivery of CC training at medical schools.4 The proposed guidelines were presented in September 2015 in Amsterdam at a workshop entitled: “How to integrate cultural competence in medical education”. A range of participants attended the workshop, including the project partners, deans and faculty members of Dutch medical schools, physicians, and students, to test the relevance and clarity of the proposal. Based on the workshop discussions, some of the wording of the guidelines was modified, but the document remained substantially unchanged. The proposed guidelines are presented as minimum requirements; they generally concur with the previously published literature on the subject5-7 but cover a broader range of issues.",
author = "Janne Sorensen and Marie Norredam and Nisha Dogra and Marie-Louise Essink-Bot and Jeanine Suurmond and Allan Krasnik",
year = "2017",
month = "1",
day = "26",
doi = "10.5116/ijme.587a.0333",
language = "English",
volume = "8",
pages = "28--30",
journal = "International Journal of Medical Education",
issn = "2042-6372",
publisher = "International Journal of Medical Education (I J M E)",

}

RIS

TY - JOUR

T1 - Enhancing cultural competence in medical education

AU - Sorensen, Janne

AU - Norredam, Marie

AU - Dogra, Nisha

AU - Essink-Bot, Marie-Louise

AU - Suurmond, Jeanine

AU - Krasnik, Allan

PY - 2017/1/26

Y1 - 2017/1/26

N2 - A health system serving diverse populations requires health professionals who are competent in caring for patients and population groups who differ in e.g. age, gender, socio-economic status, migrant status, and ethnicity. Cultural competence (CC) among health professionals is viewed as one strategy to ensure equal access to healthcare across diverse groups and to ensure that patients receive care by their needs.1,2 However, many physicians are insufficiently prepared to meet the needs of increasingly diverse populations.3In 2013, the EACEA ERASMUS Life Long Learning Programme funded the project Culturally Competent in Medical Education involving 13 partners from 11 countries.4 The project aimed to support the implementation of CC in medical curricula. First, a Delphi Study involving 34 experts was conducted to develop a framework of core cultural competencies for medical school teachers. The framework included learning objectives on knowledge (e.g., teachers should have knowledge of determinants of health), attitudes (e.g., teachers should be aware of their own ethnic and cultural backgrounds), and skills (e.g., teachers should have the ability to engage and motivate all students). The second stage of the project was a survey conducted to identify the strengths, gaps, and limitations of CC in the programmes of the 13 medical school project partners.Based on the Delphi study and survey findings, we created guidelines for the development and delivery of CC training at medical schools.4 The proposed guidelines were presented in September 2015 in Amsterdam at a workshop entitled: “How to integrate cultural competence in medical education”. A range of participants attended the workshop, including the project partners, deans and faculty members of Dutch medical schools, physicians, and students, to test the relevance and clarity of the proposal. Based on the workshop discussions, some of the wording of the guidelines was modified, but the document remained substantially unchanged. The proposed guidelines are presented as minimum requirements; they generally concur with the previously published literature on the subject5-7 but cover a broader range of issues.

AB - A health system serving diverse populations requires health professionals who are competent in caring for patients and population groups who differ in e.g. age, gender, socio-economic status, migrant status, and ethnicity. Cultural competence (CC) among health professionals is viewed as one strategy to ensure equal access to healthcare across diverse groups and to ensure that patients receive care by their needs.1,2 However, many physicians are insufficiently prepared to meet the needs of increasingly diverse populations.3In 2013, the EACEA ERASMUS Life Long Learning Programme funded the project Culturally Competent in Medical Education involving 13 partners from 11 countries.4 The project aimed to support the implementation of CC in medical curricula. First, a Delphi Study involving 34 experts was conducted to develop a framework of core cultural competencies for medical school teachers. The framework included learning objectives on knowledge (e.g., teachers should have knowledge of determinants of health), attitudes (e.g., teachers should be aware of their own ethnic and cultural backgrounds), and skills (e.g., teachers should have the ability to engage and motivate all students). The second stage of the project was a survey conducted to identify the strengths, gaps, and limitations of CC in the programmes of the 13 medical school project partners.Based on the Delphi study and survey findings, we created guidelines for the development and delivery of CC training at medical schools.4 The proposed guidelines were presented in September 2015 in Amsterdam at a workshop entitled: “How to integrate cultural competence in medical education”. A range of participants attended the workshop, including the project partners, deans and faculty members of Dutch medical schools, physicians, and students, to test the relevance and clarity of the proposal. Based on the workshop discussions, some of the wording of the guidelines was modified, but the document remained substantially unchanged. The proposed guidelines are presented as minimum requirements; they generally concur with the previously published literature on the subject5-7 but cover a broader range of issues.

U2 - 10.5116/ijme.587a.0333

DO - 10.5116/ijme.587a.0333

M3 - Journal article

VL - 8

SP - 28

EP - 30

JO - International Journal of Medical Education

JF - International Journal of Medical Education

SN - 2042-6372

ER -

ID: 172638487