Reliability and validity of the Clinical Cultural Competency Questionnaire-Greek version (CCCQ-G)

Apostolara, Paraskevi; Sourtzi, Panayota; Tsoumakas, Konstantinos; Pesiridis, Theodoros; Alexadropoulou, Marianthi; Tzavara, Chara; Roka, Vasiliki; Kalokerinou, Athena

doi:10.5455/bmmr.184067

Cited by 3 publications

(3 citation statements)

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“…A significant body of research claims that more males than females are diagnosed with reading disabilities (Apostolara et al, 2010;Limbrick et al, 2008;Miles et al, 1998;Vlachos et al, 2013;Wheldall & Limbrick, 2010). In this research, 75% of the participants were female students.…”

Section: Strengths and Limitationsmentioning

confidence: 83%

Factors contributing to realizing valuable goals of students with dyslexia in higher education

et al. 2023

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When students with dyslexia enter higher education, studying often creates challenges at different levels. Universities differ in the way they facilitate students with dyslexia in their educational careers. This study focusses on studying with dyslexia from a value‐driven perspective. The aim of the study is to investigate valuable goals of students with dyslexia in higher education and the conversion factors that are stimulating and inhibiting in the realization of these valuable goals. Data were collected during focus groups: five focus groups of students with dyslexia (23 participants) and two focus groups of student counsellors (10 participants). Important values for students are their personal development and to prove they can succeed at university level. Not all students are able or being enabled to show their knowledge and skills and to grow within the educational system. Different personal and environmental factors are described that inhibit or facilitate the realization of valuable goals. The results are presented from two perspectives: of students and student counsellors. The implications of the results and guidelines for future research are discussed.

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Section: Strengths and Limitationsmentioning

confidence: 83%

Factors contributing to realizing valuable goals of students with dyslexia in higher education

et al. 2023

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“…It has been used in the United States and European contexts. [14][15][16] Mareno et al 17 examined the utilization of the CCCQ for nurses and found the overall content validity index is 0.955 for the tool. In addition, each subscale was evaluated to confirm the underlying constructs within the subscale, and Cronbach's alpha was high (>0.9) for each domain, showing high-validity evidence.…”

Section: Introductionmentioning

confidence: 99%

“…The Clinical Cultural Competency Questionnaire (CCCQ) is a self‐assessment tool to evaluate CS in the domains of knowledge, skills, attitudes, and comfort level. It has been used in the United States and European contexts 14–16 . Mareno et al 17 .…”

Section: Introductionmentioning

confidence: 99%

Exploring cultural sensitivity during distance simulations in pediatric emergency medicine

Fayyaz,

Jaeger,

Takundwa

et al. 2023

AEM Education and Training

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BackgroundCultural sensitivity (CS) training is vital to pediatric emergency medicine (PEM) curricula. This study aimed to explore CS in Yale PEM fellows and emergency medicine (EM) residents at Indus Hospital and Health Network (IHHN) in Pakistan through distance simulation activities.MethodsThis mixed‐methods analysis of an educational intervention was conducted at Yale University in collaboration with IHHN. We approached seven U.S. PEM fellows and 22 Pakistani EM residents. We performed a baseline CS assessment using the Clinical Cultural Competency Questionnaire (CCCQ). Afterward, the U.S. PEM fellows facilitated the Pakistani EM residents through six distance simulation sessions. Qualitative data were collected through online focus groups. The CCCQ was analyzed using descriptive statistics, and content analysis was used to analyze the data from the focus groups.ResultsSeven U.S. PEM fellows and 18 of 22 Pakistani EM residents responded to the CCCQ at the beginning of the module. The mean (±SD) CCCQ domain scores for the U.S. PEM fellows versus the Pakistani EM residents were 2.56 (±0.37) versus 2.87 (±0.72) for knowledge, 3.02 (±0.41) versus 3.33 (±0.71) for skill, 2.86 (±0.32) versus 3.17 (±0.73) for encounter/situation, and 3.80 (±0.30) versus 3.47 (±0.47) for attitude (each out of 5 points). Our qualitative data analysis showed that intercultural interactions were valuable. There is a common language of medicine among the U.S. PEM fellows and Pakistani EM residents. The data also highlighted a power distance between the facilitators and learners, as the United States was seen as the standard of “how to practice PEM.” The challenges identified were time differences, cultural practices such as prayer times, the internet, and technology. The use of local language during debriefing was perceived to enhance engagement.ConclusionThe distance simulation involving U.S. PEM fellows and Pakistani EM residents was an effective approach in assessing various aspects of intercultural education, such as language barriers, technical challenges, and religious considerations.

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Exploring Cultural Intelligence Validity and Teaching Self Efficacy in Pharmacy Faculty

Tenn,

Fassett,

Minshew

et al. 2023

American Journal of Pharmaceutical Education

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Reliability and validity of the Clinical Cultural Competency Questionnaire-Greek version (CCCQ-G)

Cited by 3 publications

References 0 publications

Factors contributing to realizing valuable goals of students with dyslexia in higher education

Factors contributing to realizing valuable goals of students with dyslexia in higher education

Exploring cultural sensitivity during distance simulations in pediatric emergency medicine

Exploring Cultural Intelligence Validity and Teaching Self Efficacy in Pharmacy Faculty

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