A critical review of cultural competence frameworks and models in medical and health professional education: A meta-ethnographic synthesis: BEME Guide No. 79

Li, Shuangyu; Miles, Katherine; George, Riya Elizabeth; Ertubey, Candan; Pype, Peter; Liu, Jia

doi:10.1080/0142159x.2023.2174419

Cited by 4 publications

(1 citation statement)

References 104 publications

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“…Yet, the majority of medical schools either inadequately or superficially addresses this topic, resulting in inconsistent levels of instruction [ 41 , 42 ]. Consequently, the overall state of cultural sensitivity in medical education is often deemed insufficient and fragmented [ 43 ]. Moreover, numerous intervention strategies designed to enhance GPs’ cultural sensitivity have been developed and tested [ 44 , 45 ].…”

Section: Introductionmentioning

confidence: 99%

“Trying to write a story together”: general practitioners’ perspectives on culturally sensitive care

Vandecasteele,

Robijn,

Stevens

et al. 2024

Int J Equity Health

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Background Culturally sensitive care is integral to effective and equitable healthcare delivery, necessitating an understanding and acknowledgment of patients’ cultural needs, preferences, and expectations. This study investigates the perceptions of cultural sensitivity among general practitioners (GPs), focusing on their intentions, willingness and perceived responsibilities in providing care tailored to cultural needs. Methods In-depth interviews were conducted with 21 Flemish GPs to explore their perspectives on culturally sensitive care. Data analysis followed a conventional qualitative content analysis approach within a constructivist framework. A coding scheme was developed to identify recurring themes and patterns in the GPs’ responses. Results Findings reveal that culturally sensitive care provision is perceived as a multifaceted process, initiated by an exploration phase where GPs inquire about patients’ cultural needs and preferences. Two pivotal factors shaping culturally sensitive care emerged: patients’ specific cultural expectations and GPs’ perceived responsibilities. These factors guided the process of culturally sensitive care towards three distinct outcomes, ranging from complete adaptation to patients’ cultural requirements driven by a high sense of responsibility, through negotiation and compromise, to a paternalistic approach where GPs expect patients to conform to GPs’ values and expectations. Three typologies of GPs in providing culturally sensitive care were identified: genuinely culturally sensitive, surface-level culturally sensitive, and those perceiving diversity as a threat. Stereotyping and othering persist in healthcare, underscoring the importance of critical consciousness and cultural reflexivity in providing patient-centered and equitable care. Conclusions This study emphasizes the significance of empathy and underscores the necessity for GPs to embrace the exploration and acknowledgement of patients’ preferences and cultural needs as integral aspects of their professional role. It highlights the importance of shared decision-making, critical consciousness, cultural desire and empathy. Understanding these nuances is essential for enhancing culturally sensitive care and mitigating healthcare disparities.

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Section: Introductionmentioning

confidence: 99%

“Trying to write a story together”: general practitioners’ perspectives on culturally sensitive care

Vandecasteele,

Robijn,

Stevens

et al. 2024

Int J Equity Health

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A scoping review of artificial intelligence in medical education: BEME Guide No. 84

Gordon,

Daniel,

Ajiboye

et al. 2024

Medical Teacher

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Time to normalise protected characteristics in written assessments: A mixed methods study

Shepherd,

Bott,

Abdullah

et al. 2024

MedEdPublish

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Background Despite increasing endeavours to incorporate teaching material on healthcare for minority groups into medical school curricula, including cultural competency, there is a lack of research exploring medical students' comprehension of this. With age and gender as the only demographic information routinely provided in undergraduate single best answer (SBA) questions, the diversity of patients encountered by doctors in clinical practice is not fairly represented in assessments. This study examined the impact of not declaring gender or explicitly indicating LGBT+ identities and ethnicity, on how medical students evaluate clinical scenarios through SBA questions. Methods 200 medical students across clinical years completed 15 SBA questions in an online simulated exam. Participants were randomised to control and test groups testing different types of patient demographic information in question stems. Results Linear regression modelling demonstrated overall statistically nonsignificant differences between groups. The largest effect size was seen in the LGBT+ question intervention group, which had the fewest white and postgraduate participants. Older and more senior medical students performed better generally. White participants overall significantly outperformed non-white participants; this difference was eliminated when answering a mix of question styles. Using a mix of question styles produced statistically significant differences, with participants scoring worse on LGBT+ and ethnicity style questions. Conclusion Increased depth and breadth of clinical experience enables medical students to approach clinical scenarios with more flexibility. Unfamiliarity with minority patient groups may have impacted their performance in this study. For medical education to remain contemporary in preparing future clinicians to interact with diverse patient groups, assessments need to normalise the presence of these patients.

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A critical review of cultural competence frameworks and models in medical and health professional education: A meta-ethnographic synthesis: BEME Guide No. 79

Cited by 4 publications

References 104 publications

“Trying to write a story together”: general practitioners’ perspectives on culturally sensitive care

“Trying to write a story together”: general practitioners’ perspectives on culturally sensitive care

A scoping review of artificial intelligence in medical education: BEME Guide No. 84

Time to normalise protected characteristics in written assessments: A mixed methods study

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