Assessment of a Cultural Competency Program in Podiatric Medical Education

Smith, Kevin M.; Geletta, Simon; Langan, Travis M.

doi:10.7547/14-067

Cited by 3 publications

(2 citation statements)

References 11 publications

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Section: Discussionmentioning

confidence: 99%

“…41 To our knowledge, this is the first publication of such process in podiatric medicine curriculum, although there are specific competency approaches for certain areas of practice. 12,42,43 This work was conducted to support the next steps in the development timeline, ie, validation of the framework with external experts in podiatric medicine before the implementation of competency-based education at UQTR. Acceptability and validation are essential steps of the process as it was published in other educational professional frameworks.…”

Section: Discussionmentioning

confidence: 99%

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Competency Framework for Podiatric Medicine Training in Canada: An Adapted Delphi Study

Blanchette¹,

Andoulsi²,

Brousseau³

et al. 2022

AMEP

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Purpose Podiatrists are generally defined as professionals with high-level skills in the prevention and management of local foot conditions that are not systemic diseases. Across countries, different academic trainings are implemented due to the specific context and practice of podiatric medicine. It is thus essential to support country-specific podiatry education for the development of highly skilled podiatrists. Therefore, we report the development of a podiatric medicine competency framework to support training in Canada. Participants and Methods A Delphi process was conducted by 12 stakeholders (including 8 podiatry experts) from the University of Québec at Trois-Rivières which is the only university offering the degree of Doctor of Podiatric Medicine (DPM) in Canada. The developed framework is (1) based on the seven key roles of the Canadian medical education directives of specialists (CanMEDs) and, (2) closely aligned with the requirement of the College of Podiatrists of Québec which sets the standards of entry to practice in Québec. Results The developed framework represents the state of the development process and the consensus of the podiatry experts. It reflects the expected profile of the institution’s DPM graduates based on seven key roles (podiatry expert, communicator, collaborator, health advocate, leader and manager, scholar, and professional). This developed framework is an arborescence of complex skills defined in tangible indicators that characterize each expected part of a core competency. Twenty-four core competencies have been determined and divided into 84 enabling competencies and 288 observable indicators. Conclusion This competency framework has been designed to support high-quality education and to develop podiatry. Next steps include: (1) validation of this framework by external experts, (2) development of rigorous evaluation methods and, (3) concrete actions for its implementation and assessment. This framework would help to define the scope of practice and capabilities of podiatric medicine, both in Canada and internationally.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Competency Framework for Podiatric Medicine Training in Canada: An Adapted Delphi Study

Blanchette¹,

Andoulsi²,

Brousseau³

et al. 2022

AMEP

View full text Add to dashboard Cite

show abstract

Survey research in podiatric medicine: An analysis of the reporting of response rates and non-response bias

2019

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The effectiveness of cultural competence education in enhancing knowledge acquisition, performance, attitudes, and student satisfaction among undergraduate health science students: a scoping review

Arruzza

Chau

2021

J Educ Eval Health Prof

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Purpose: Cultural competence in healthcare assists in the delivery of culturally sensitive and high-quality services. This scoping review aims to provide an overview of the available evidence and to examine the effectiveness of classroom-based intervention strategies used to enhance the cultural competence of undergraduate health science students.Methods: A comprehensive and systematic literature search was undertaken in databases, including Cochrane Library, Medline, and Emcare. Articles were eligible if they employed an experimental study design to assess classroom-based cultural competency education for university students across the health science disciplines. Two reviewers independently screened and extracted relevant data pertaining to study and participant characteristics using a charting table. The outcomes included knowledge, attitudes, skills, and perceived benefits.Results: Ten studies were analysed. Diverse approaches to cultural education exist in terms of the mode, frequency, and duration of interventions. For the knowledge outcome, students who experienced cultural education interventions yielded higher post-test scores than their baseline cultural knowledge, but without a significant difference from the scores of students who did not receive interventions. Data relating to the skills domain demonstrated positive effects for students after experiencing interventions. Overall, students were satisfied with their experiences and demonstrated improvements in confidence and attitudes towards culturally competent practice.Conclusion: Across health science disciplines, cultural competency interventions were shown to be effective in enhancing knowledge acquisition, performance of skills, attitudes, and student satisfaction. Future research is necessary to address the significant absence of control arms in the current literature, and to assess long-term effects and patient-related outcomes.

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Assessment of a Cultural Competency Program in Podiatric Medical Education

Abstract: The analysis showed a statistically significant improvement in attitudinal change scores. The study suggests that there needs to be a greater knowledge acquisition component to the cultural competency course at CPMS.

Cited by 3 publications

References 11 publications

Competency Framework for Podiatric Medicine Training in Canada: An Adapted Delphi Study

Competency Framework for Podiatric Medicine Training in Canada: An Adapted Delphi Study

Survey research in podiatric medicine: An analysis of the reporting of response rates and non-response bias

The effectiveness of cultural competence education in enhancing knowledge acquisition, performance, attitudes, and student satisfaction among undergraduate health science students: a scoping review

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