Development and Assessment of a Cultural Competency Curriculum

Pilcher, Elizabeth S.; Charles, Laurine; Lancaster, Carol

doi:10.1002/j.0022-0337.2008.72.9.tb04576.x

Cited by 30 publications

(43 citation statements)

References 34 publications

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“…Studies have also used the concept of person‐centered care as a means to teach and increase cultural competency in dental education . Several reiterated the impact of experiential and active learning through small group discussions, among others . Additionally, the importance of experiences outside of the dental environment and community has been discussed …”

Section: Resultsmentioning

confidence: 99%

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A scoping review on social justice education in current undergraduate dental curricula

Noushi

Enriquez

Esfandiari

2020

Journal of Dental Education

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Background A recent shift in educational components within healthcare has pushed dentistry toward a greater understanding of the role of social components on oral health. There has also been an increased awareness of inappropriate conduct among dental students. Study design and methods A scoping review was conducted to determine if, how, and when social‐justice‐oriented education has been incorporated into dental curricula worldwide. A systematic and reiterative search of articles was performed on February 22, 2018, and combined quantitative and qualitative synthesis of data. An updated search was done on September 26, 2019. Primary results Seventy‐three studies were evaluated: 46 quantitative (63%), 24 qualitative (33%), 3 multimethods (4%). The majority used self‐reported surveys and questionnaires (66%), while the remaining used interviews (9.5%), student reflections (16%) and focus groups (5.5%). Studies included dental students only (78%); dental students with dental hygiene students (5.5%) or faculty/staff (4.1%); dental students in year 1 (17%), year 2 (1.6%), year 3 (1.6%), year 4 (14.2%); first‐ and second‐year students (3%); third‐ and fourth‐year students (1.6%); all years of study (20%); and academic year not specified (41%). The study areas included “learning in dental school,” “experiencing dental school,” “focusing on cultural competency,” and “addressing dental ethics and social responsibility.” Principal conclusions Three major research gaps were identified: no discussion of a social contract between dentists and society, no explicit social justice‐oriented topics within undergraduate dental curricula, and no standardized tool to measure these topics. Further research is necessary to understand how such topics can be included in dental curricula to form socially competent dentists.

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Section: Resultsmentioning

confidence: 99%

“…The approaches used to address cultural awareness and competency support students’ critical thinking skills and concepts such as communication and building rapport . Most studies addressing cultural competency underlined the lack of consensus on the most effective tools to assess cultural competency.…”

Section: Discussionmentioning

confidence: 99%

A scoping review on social justice education in current undergraduate dental curricula

Noushi

Enriquez

Esfandiari

2020

Journal of Dental Education

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“…Studies have found a preference among many URM individuals for racial/cultural concordance with their providers 27 , 28 . URM dentists are more likely to accept Medicaid/Medicare and to provide care that is sensitive to existing racial/ethnic differences—differences that established white, non‐Hispanic providers often do not appreciate 29 .…”

Section: The Color‐blind Racial Attitudes Scalementioning

confidence: 99%

Color‐Blind Racial Beliefs Among Dental Students and Faculty

Behar‐Horenstein

2017

Journal of Dental Education

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Providing culturally competent patient care requires an awareness of racial and cultural norms as well as a recognition of racism. Yet, there is a paucity of research devoted to this problem. In dental education, increased attention has focused on eliminating oral health care disparities due to ethnicity and race. Further investigation to determine the relationship between color-blind attitudes (failing to recognize the impact of race and racism on social justice) and dental educators' cultural competence is needed. The aim of this study was to determine dental faculty and student baseline color-blind racial attitudes scale scores, using the color-blind racial attitudes scale (CoBRAS). This 20-item instrument that measures three subscales of colorblind racial attitudes (Unawareness of Racial Privilege, Institutional Discrimination, and Blatant Racial Issues) was administered to student and faculty groups at one U.S. dental school. Out of a total 245 students in three class years, 235 responded to all items, for a response rate of 96%; out of a total 77 faculty members invited to participate, 71 responded to all items, for a response rate of 92%. Underrepresented minority (URM) faculty scored significantly higher on the Institutional Discrimination subscale and lower on Unawareness of Racial Privilege compared to non-URM students. Males scored significantly higher on Institutional Discrimination and Blatant Racial Issues compared to females. Compared to white students, URM students scored lower on all three subscales. The findings were consistent with previous studies indicating that female and URM students were more sensitive to racism compared to male and majority students. The findings that white faculty had higher awareness of racial privilege than white students and that URM faculty were less aware of institutional discrimination than URM students provided new information. These findings suggest that dental faculty members need professional development opportunities that promote becoming color-conscious and understanding privilege and biases, that model instruction on discussing race and racism, and that extend beyond a brief workshop.Ms.

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“…Additional examples of specific assessment activities used to evaluate cultural competency can be found in the medical educational literature; these include reflective writing, 98 a cultural standardized patient examination that integrates cross-cultural care issues with the core competency of surgery, 99 and a web-based survey tool, Cultural Competence Health Practitioner Assessment (CCHPA-129), that can be used to evaluate practitioners' (or students') cultural and linguistic competence. 100 Clearly, further valid and reliable methods for assessing this important competency are required, particularly as they relate to veterinary medical education.…”

Section: Diversity and Multicultural Awarenessmentioning

confidence: 99%

Beyond NAVMEC: Competency-Based Veterinary Education and Assessment of the Professional Competencies

Hodgson¹,

Pelzer²,

Inzana³

2013

Journal of Veterinary Medical Education

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The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula.

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Development and Assessment of a Cultural Competency Curriculum

Cited by 30 publications

References 34 publications

A scoping review on social justice education in current undergraduate dental curricula

A scoping review on social justice education in current undergraduate dental curricula

Color‐Blind Racial Beliefs Among Dental Students and Faculty

Beyond NAVMEC: Competency-Based Veterinary Education and Assessment of the Professional Competencies

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