Interprofessional Communication—A Call for More Education to Ensure Cultural Competency in the Context of Traditional, Complementary, and Integrative Medicine

Abstract

Culturally appropriate communication between healthcare professionals and with patients is widely recognised as a cornerstone of high quality, patient-centred care. The widespread use of traditional, complementary, and integrative medicine (TCIM) necessitates that patient-centre communication and cultural competency in healthcare extends beyond race, ethnicity, and languages spoken to also include an awareness of, and respect for the diverse range of healthcare practices, paradigms, and lexicons that patients and practitioners use. Education can equip practitioners with the necessary communication skills and expand their knowledge about the therapies and practices that patients are accessing. In this viewpoint essay, we aim to 1) emphasise the importance of respectful, culturally competent interprofessional communication and collaboration that mutually supports patients’ care needs; 2) note the impact of a political agenda that perpetuates medical hegemony and has discriminated against, and marginalised TCIM practitioners and the people who use these services; and 3) highlight the importance of educational initiatives that support inclusive, culturally competent, interprofessional communication and collaboration between conventional and TCIM healthcare practitioners.

Interprofessional skills as a predictor of culturally congruent practice behaviors.

“…To this end, health profession education should invest in meaningful opportunities for students to practice interprofessional communication skills, such as asking team members follow-up questions when information is shared. Strategic interprofessional experiential learning opportunities, like simulation, can serve as effective pedagogical tools to teach such skills (Hunter et al, 2021).…”

“…Interprofessional education initiatives in health profession training programs bear the responsibility of teaching competencies essential for the provision of interprofessional, team-based care that is also culturally congruent (Hunter et al, 2021). Yet health profession education often addresses these two concepts in distinct and disjointed curricular efforts (Cahn, 2020).…”

“…Culturally congruent practice is the application of evidence-based care that aligns with the preferred cultural values, beliefs, worldview, and practices of the health care consumer and other health care stakeholders; it includes a commitment to increasing one's knowledge and appreciation for diverse cultures, embracing culture as a central focus in practice, and becoming aware of one's own culture, values, and beliefs and how these shape one's own worldview in an ongoing way (Jeffreys & Morita, 2016). Evidence suggests that interprofessional skills can positively impact culturally congruent practice among providers and patients, ultimately improving access and quality of care (Holden et al, 2014; Hunter et al, 2021). Despite demonstrated effectiveness, interprofessional and culturally congruent care remains inadequate in the context of persistent structural and health inequities.…”

Cultural variability in pain perception: A review of cross-cultural studies

“…Education and training initiatives aimed at enhancing healthcare professionals' cultural competency in pain management are essential for improving patient care outcomes (Hunter et al, 2021). Healthcare providers should receive training on cultural humility, communication skills, and cultural awareness to better understand and address patients' cultural needs and preferences.…”

The physician experience of patient to provider prejudice (PPtP)

“…Minority patients have been found to score below average on indicative health outcome measures, receive less intensive care for common diseases and mental health, experience less stringent pain management, undergo more invasive procedures for the same conditions, and qualify for fewer organ transplants, among many other disparities ( 3 – 10 ). Educational and clinical interventions to address and mitigate these negative outcomes are being evaluated and implemented ( 11 ).…”