Enhancing Cultural Capabilities Amongst Health Professions Students: A Pilot Study of Interprofessional Tag Team Simulation

Enhancing Cross-Cultural Competence of Medical and Healthcare Students with the Use of Simulated Patients—A Systematic Review

“…In total, 27 studies that matched the inclusion criteria were identified. The studies were conducted in five countries: twenty-two in the United States [4][5][6][7]11,12,33,35,[37][38][39][40][41][42][43][44][45][46][47][48][49][50], two in Australia [9,51], two in Turkey [52,53], one in Canada [54] and Norway [33]. Among them, one study was a bi-national intervention carried out at both American and Norwegian universities [33].…”

“…Three papers presented data on dentistry students [4,35,46], one on pharmacy students [47], and one on physiotherapy students [48]. Four of the studies used mixed-group participants from different healthcare faculties [9,44,45,51].…”

“…Four studies on mixed-group students were identified [9,44,45,51], including two articles that revealed results from the same intervention [44,45]. These included students of medicine, nursing, dentistry, pharmacy, dental hygiene, and dental therapy, occupational therapy, and dietetics.…”

Advancing reconciliation: Signposts for dietetics educators

“…Dietetics education curricula is responding to policy requirements from various starting points. [14][15][16] The authors believe some educators and institutions will be well prepared, while others may feel ill-equipped. [17][18][19] This letter aims to share some wisdom with dietetics educators who are responding to the aforementioned professional standards and who may be implementing changes in dietetics education degrees.…”

“…35 Strength-based approaches focus and build upon the existing assets within individuals, communities, and institutions to support the conditions of health. 48,50 Shifting from a deficit discourse to a strengths-based approach, requires focusing on teaching and learning materials, including communication, 51 writing of case studies 14 and framing of evidence-based practice curricula. 3,48,50,52 This process takes thoughtfulness and collaboration.…”