Patient interviews in interprofessional and intercultural contexts (PinKo) – project report on interdisciplinary competence development in students of medicine, pharmacy, and community interpreting

How cultural competence is conceptualised, developed and delivered in pharmacy education: a systematic review

“… ? + ?/ + / + /?/?/ + 33 Schellhase et al [ 68 ] + + 34 Scott et al [ 69 ] + 0 + /0 35 Sheu et al [ 70 ] 0 0 36 Steeb et al [ 71 ] + + + + + + / + / + / + / + 37 Strelow et al [ 34 ] ? ?…”

“…The focus was not adapting one’s own behaviours but knowing the cultural needs of another and how to meet those needs, for example, by using an interpreter or recognising the importance of non-verbal communication. In these studies the cognitive conceptualisation of CC drew on other knowledge-based aspects of the curriculum, such as the Social Determinants of Health model [ 27 – 32 ], Patient Safety parameters [ 33 , 34 ], decision making processes [ 35 – 37 ] and principles of patient-centred care [ 22 , 34 , 37 – 40 ]. Improving patient outcomes and reducing health disparities were also aspects considered by several studies [ 22 , 27 , 29 , 30 , 33 , 34 , 41 , 42 ].…”

“…In these studies the cognitive conceptualisation of CC drew on other knowledge-based aspects of the curriculum, such as the Social Determinants of Health model [ 27 – 32 ], Patient Safety parameters [ 33 , 34 ], decision making processes [ 35 – 37 ] and principles of patient-centred care [ 22 , 34 , 37 – 40 ]. Improving patient outcomes and reducing health disparities were also aspects considered by several studies [ 22 , 27 , 29 , 30 , 33 , 34 , 41 , 42 ]. Theme (2) Skill-based Cultural sensitivity was another commonly used term; several studies referred to culture sensitivity as a standard skill set in Centre for the Advancement of Pharmaceutical Education (CAPE) and Accreditation Council for Pharmacy Education (ACPE) [ 27 , 28 , 33 , 42 – 46 ].…”

“…In these studies the cognitive conceptualisation of CC drew on other knowledge-based aspects of the curriculum, such as the Social Determinants of Health model [27][28][29][30][31][32], Patient Safety parameters [33,34], decision making processes [35][36][37] and principles of patient-centred care [22,34,[37][38][39][40]. Improving patient outcomes and reducing health disparities were also aspects considered by several studies [22,27,29,30,33,34,41,42].…”

“…When a definition was provided, it indicated cultural sensitivity entails the recognition of social determinants of health, adaptability to patients' cultural beliefs without stereotyping, and providing a healthcare plan that considers patients' own culture while being able to communicate effectively [28,47]. While it seems cultural sensitivity might be synonymous with CC, some studies indicated there is a difference and cultural sensitivity could be a part of becoming culturally competent [21,34,48]. We suggest that these studies demonstrate cultural sensitivity as an action or skill, which creates opportunity for students to 'show how' they can be culturally sensitive and are working towards being culturally competent.…”