What is known about this topic• A number of conceptual models have been developed to describe cultural competence elements.• There is no consensus regarding the components of cultural competence.• Scholars believe that cultural competence can improve patient outcomes. What this paper adds• Three major elements of cultural competence -cultural awareness, AbstractIt has been widely suggested that cultural competence is an individual's core requirement for working effectively with culturally diverse people. However, there is no consensus regarding the definition or the components of this concept and there is a dearth of empirical proof indicating the benefits of cultural competence. Therefore, a systematic review was conducted to identify the most common cultural competence dimensions proposed in recent publications and to identify whether sufficient evidence exists regarding the efficacy of cultural competence in the healthcare context. A total of 1204 citations were identified through an electronic search of databases, of which 18 publications included cultural competence frameworks, and 13 studies contained empirical data on cultural competence outcomes. The overarching themes of the review were centred around the challenges faced by the healthcare sector in many countries due to growing cultural diversity, but lack of cultural competence, leading to predicaments that arise during intercultural interactions between patients and clinicians. This review will benefit researchers exploring cultural competence as one of the research variables impacting research outcomes.Keywords: cultural competence, healthcare quality, patient outcome, systematic review cultural knowledge and cultural skills -have been replicated across cultural competence models. This review also highlights additional dimensions of cultural competence that have been found in some conceptual models.• The review finds that many of the proposed conceptual models have not been empirically tested.• The review finds that there is a scarcity of patient-rating tools for measuring cultural competence.

Background The importance of mobile phones has become one of the new research topics in health professions education due to the ease of access and flexibility. Although novel approaches to health professions education recommend the use of educational technologies, such as mobile applications, a limited number of studies have been conducted with regard to learning anatomy through mobile applications. Considering the increasing needs of medical students for mobile technology to meet their educational needs, wants and desires, we decided to explore the features of an anatomy mobile application. Methods This qualitative study was conducted in two stages of holding focus groups, and an expert panel session. Students of basic Medical sciences, and faculty members of anatomy at Iran University of Medical Sciences formed the research participants. Semi-structured interviews and note-taking were used to collect the data. Moreover, Brown and Clark methods were used for thematic analysis. Finally, four criteria presented by Lincoln and Guba for qualitative studies were used to ensure the credibility, confirmability, trustworthiness and transferability of the data. Results Based on the data analysis, 37 codes that could be used to design anatomy mobile content for medical students were extracted. These features were categorized into eight main themes of “visual richness”, “scientific comprehensiveness”, “auditory richness”, “affordability”, “user-friendliness”, “self-assessment”, “interactive content” and “user support”. Conclusion This study explored the features of an anatomy application that can be used by educational app developers. Anatomy departments at Medical Universities, policymakers, and curriculum planners in the field of medical education can also adopt the findings of the present study.

Purpose – The purpose of this paper is to explore the key aspects of service quality within the outpatient context. The secondary aim is to compare views on quality of health service by Caucasian and non-Caucasian patients in Australia. Design/methodology/approach – A mixed-method approach was adopted for this study. Qualitative data were collected from 40 patients to develop a scale for measuring health service quality. Quantitative data were collected using self-administered questionnaires available in English, Arabic, Persian, Chinese and Vietnamese. A total of 447 patients in six outpatient clinics completed the survey and data were analyzed using the structural equation modeling technique. Findings – The qualitative findings determined eight dimensions of quality for outpatient care as follows: doctor professionalism; doctor empathy; doctor expertise; treatment outcome; staff concern; timeliness; tangibles; and operation. The quantitative findings indicated that factors related to technical aspect of care, including doctor expertise and treatment outcome were assumed the strongest predictors of overall health care quality in both Caucasian and non-Caucasian groups. Furthermore, no significant discrepancy was found between these two groups’ ratings of overall service quality and satisfaction with care. Originality/value – The study captured ethnically diverse patients’ perspectives on health service quality and highlighted the significance of technical quality, which is generally neglected in service quality measures.

Background: Evidence-based medicine is one of the most important topics in medical sciences that requires a proper teaching method. Very few studies have evaluated EBM education outcomes through peers and TBL workshops. The purpose of this study was to compare the effect of evidence-based medicine (EBM) education through peers with TBL workshop method in medical students.Methods: This quasi-experimental study was conducted on 42 medical students of the Faculty of Medicine in Iran University of Medical Sciences (IUMS) in 2019 who were selected through convenience sampling. Students were divided into 2 experimental and control groups based on the randomized blocking method. The data collection tools were 2 questioners that evaluated EBM knowledge and satisfaction in both intervention and control groups. The knowledge of students was compared using pretest and posttest and their satisfaction was evaluated at the end of the TBL workshop and peer education. Data were analyzed by SPSS software and descriptive tests (t test and ANOVA), and significance level was set at 0.95.Results: A significant difference was found between the level of basic knowledge (pretest) and secondary knowledge (posttest) in the EBM education through TBL workshop method compared to peer method. The average scores gained by students in TBL workshop were 3.8 more than the peer teaching method. The results of the Satisfaction Questionnaire were 74% in control group and 86% in the experimental group.Conclusion: EBM education through TBL workshop both increased students' knowledge and satisfaction compared to peer education. Thus, it can be concluded that providing EBM education by expert and qualified teachers through face to face teaching strategy can be effective in knowledge translation. However, peers can participate in educational sessions as facilitators.

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