Reliability and validity of three cultural competency measures

Abstract

ability to recognise appropriate methods for action and risk assessment. Based on these findings, this course content was effective in significantly improving student awareness of patient safety culture and in developing skills necessary to break the cycle of medical error. Context and setting Since the Liaison Committee on Medical Education has required that all medical schools in the USA offer cultural competency training, several surveys have been developed to measure cultural competency. However, these cultural competency measurements have neither been compared nor applied to a non-Englishspeaking setting. This report presents the psychometrics of 3 instruments tested in a Taiwanese medical school, where a cultural competency curriculum was recently introduced. Why the idea was necessary Due to globalisation, the ethnic make-up of Taiwan's population is becoming increasingly diverse. There is an urgent need for cultural competency training in Taiwan, and reliable and valid assessment tools are essential to evaluate its effectiveness. What was done In May 2006 we recruited 90% (237 ⁄ 262) of our Year 3 and 4 medical students to fill out a survey containing the Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals-Revised (IAPCC-R), which has 5 subscales (cultural awareness, cultural knowledge, cultural skill, cultural encounter and cultural desire), the California Brief Multicultural Competence Scale (CBMCS), which has 4 subscales (multicultural knowledge, awareness of cultural barriers, sensitivity to consumers, sociocultural diversities), and an instrument designed to measure the preparedness of US residents to deliver cross-cultural care (CCC), which has 2 subscales (self-reported preparedness and self-reported skill levels). Within 3 weeks, 78 students volunteered to take the retests. These instruments were chosen because they are reported to have good psychometric properties with large testing sample sizes. We analysed the data with SAS 9.1. Evaluation of results and impactThe values of Cronbach's a for internal consistency coefficient ranged from 0.06 to 0.57 in the IAPCC-R subscales, from 0.76 to 0.92 in the CBMCS subscales, and were 0.95 and 0.96 in the CCC instrument's subscales. These results indicate that the IAPCC-R does not have good reliability for internal consistency, whereas the CBMCS and the CCC instrument do. Regarding the results of the paired t-tests and the test-retest correlation coefficients, the IAPCC-R and the CBMCS scales do not have good test-retest reliability, whereas the CCC instrument does. The Kaiser)Meyer)Olkin measure of sampling adequacy was computed to examine construct validity and the results indicated that factor analysis was appropriate for all 3 scales. We used parallel analysis to determine the number of factors. Exploratory factor analysis with iterated principal factor extraction and Promax oblique rotation showed that the IAPCC-R does not have an identifiable factor structure. The 2 factors of the CBMCS (correlation coefficient ...

Long-Term Effectiveness of Patient-Centered Training in Cultural Competence: What is Retained? What is Lost?

“…We assessed demographic information that might affect students’ baseline cultural competence (age, gender, residence, and nationality). We also administered a survey containing three cultural competence self-assessment scales 12 and compared the scores of the control and intervention groups. There were no significant differences in student age, gender, nationality, or prior communication skills and cultural competence training between the control and the intervention groups.…”

Clinical teachers' perspectives on cultural competence in medical education

“…As with many Eastern countries, the adoption of Western ideas always brings up a valid question: do the assumptions of the Western model apply to our own circumstances? In the same vein, research into cultural competence in Taiwan began with forays into the applicability of Western‐developed frameworks in Taiwanese settings . Although medical schools across Taiwan are encouraged to incorporate cultural competence into their curricula, there has been no unified strategy thus far for doing so.…”

“…In the same vein, research into cultural competence in Taiwan began with forays into the applicability of Western-developed frameworks in Taiwanese settings. 22,23 Although medical schools across Taiwan are encouraged to incorporate cultural competence into their curricula, there has been no unified strategy thus far for doing so.…”

The Knowledge, Efficacy, and Practices Instrument for Oral Health Providers: A Validity Study with Dental Students

“…In other studies, the IAPCC‐R showed evidence of acceptable reliability 16 , 17 and acceptable validity 18 . However, a study conducted in Taiwan found weak reliability and a weak internal structure, 19 while a U.S. study reported weak internal consistency and low item‐total correlation 20…”