Using the Cross-Cultural Care Survey to Assess Cultural Competency in Graduate Medical Education

Chun, Maria B J; Yamada, Ann-Marie; Huh, John; Hew, Cynthia; S, Tasaka

doi:10.4300/jgme-d-09-00100.1

Cited by 24 publications

(28 citation statements)

References 12 publications

(7 reference statements)

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“…(See Additional files 1 and 2 ). Despite other surveys having been done on the topic of residents’ attitude and preparedness in cross-cultural competency, our survey addressed immigrant and refugee health specifically, and therefore a new survey tool was created [ 2 , 20 ]. For example, we included a question that addressed residents’ opinion of immigrant and refugee adherence to treatment plans which is more specific to these populations beyond general cultural competency.…”

Section: Methodsmentioning

confidence: 99%

“…Cross-cultural care is a topic recognized by the Accreditation Council for Graduate Medical Education (ACGME) as an important aspect of U.S residency training [ 1 ]. Resident physicians’ preparedness to deliver cross-cultural medical care has been well studied [ 2 – 4 ], with research demonstrating that residents who received cross-cultural training had increased ability to deliver this care [ 5 ]. Competency in providing care specifically to immigrant and refugee populations has not been as well characterized.…”

Section: Introductionmentioning

confidence: 99%

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Perceived barriers to success for resident physicians interested in immigrant and refugee health

2016

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BackgroundCross-cultural care is recognized by the ACGME as an important aspect of US residency training. Resident physicians' preparedness to deliver cross-cultural care has been well studied, while preparedness to provide care specifically to immigrant and refugee populations has not been.MethodsWe administered a survey in October 2013 to 199 residents in Internal Medicine, Pediatrics, and Medicine/Pediatrics at the University of Minnesota, assessing perceived knowledge, attitudes, and experience with immigrant and refugee patients.ResultsEighty-three of 199 residents enrolled in Internal Medicine, Pediatrics and Medicine/Pediatrics programs at the University of Minnesota completed the survey (42 %). Most (n = 68, 82 %) enjoyed caring for immigrants and refugees. 54 (65 %) planned to care for this population after residency, though 45 (54 %) were not comfortable with their knowledge regarding immigrant and refugee health. Specific challenges were language (n = 81, 98 %), cultural barriers (n = 76, 92 %), time constraints (n = 60, 72 %), and limited knowledge of tropical medicine (n = 57, 69 %). 67 (82 %) wanted more training in refugee and immigrant health.ConclusionsThe majority of residents enjoyed caring for immigrant and refugee patients and planned to continue after residency. Despite favorable attitudes, residents identified many barriers to providing good care. Some involved cultural and language barriers, while others were structural. Finally, most respondents felt they needed more education, did not feel comfortable with their knowledge, and wanted more training during residency. These data suggest that residency programs consider increasing training in these specific areas of concern.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0696-z) contains supplementary material, which is available to authorized users.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perceived barriers to success for resident physicians interested in immigrant and refugee health

2016

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“…Therefore, when planning the evaluation component of cultural competency efforts, it is helpful to use a validated and standardised assessment tool. There are existing tools, such as the Tool for Assessing Cultural Competency Training (TACCT) for curricular assessment, and the Cross‐Cultural Care Survey, which attempts to measure preparedness of doctors to provide optimal care to diverse patient populations 12,40–42 …”

Section: Other Potential Factors Impacting Receptivity To Cultural Trmentioning

confidence: 99%

“…There are existing tools, such as the Tool for Assessing Cultural Competency Training (TACCT) for curricular assessment, and the Cross-Cultural Care Survey, which attempts to measure preparedness of doctors to provide optimal care to diverse patient populations. 12,[40][41][42] By taking into account the above factors -gaining a better understanding of the various 'cultures', obtaining buy-in, and using a validated assessment or evaluation tool -I have brought my project back on track. The results of the efforts described earlier are undergoing analyses, the curriculum will be refined based on the findings, and the results will be presented in future papers.…”

Section: Obtaining Buy-inmentioning

confidence: 99%

Pitfalls to avoid when introducing a cultural competency training initiative

Chun¹

2010

Medical Education

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Medical Education 2010: 44: 613–620 Objectives In an effort to provide preventive advice, this paper aims to acknowledge what has not worked with regard to cultural competency initiatives. A successful cultural competency training initiative should have lasting impact on its participants in terms of long‐term, ideally permanent changes to attitudes, knowledge and skills resulting in the provision of optimum care, regardless of a patient’s cultural background. Legal mandates mean there is an assumed need for cultural competency curricula and training programmes for medical students and postgraduate medical trainees. However, policy and practice have bypassed ‘proof’ that such programmes are effective and result in better patient care. Often only positive results are reported, which may minimise the difficulties involved in programme implementation. Methods Utilising the example of a cultural competency initiative introduced into a postgraduate general surgery training programme, this paper discusses mistakes that were made during the implementation phase, particularly with regard to underestimating potential resistance by the trainees. Also presented are the lessons learned and efforts that were made to mitigate the problems that arose. None of what is discussed in this paper is new. However, the literature often does not discuss in detail the difficulties that can be or have been faced and how these obstacles can be adequately mitigated. Conclusions The glow of cultural competency training initiatives is fading in the light of higher expectations for an evidence base prior to acknowledgement that their introduction has had a positive impact. For these initiatives to advance, there needs to be a clear understanding of terms utilised, buy‐in and a long‐term commitment at both individual and organisational levels, and use of standardised and validated tools to measure outcomes. An understanding of potential pitfalls can help to advance cultural competency training to the next level, namely, a solid evidence base that justifies both an individual’s and an institution’s investment in this effort.

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“…The need for training in cultural competence is currently a requirement for medical schools. [Chun et al 2010;Rodriguez et al 2011]. Cultural competence refers to an ability to interact effectively with people of different cultures.…”

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confidence: 99%

Cross-Cultural Issues in Academic Palliative Medicine

Florea¹

2012

Contemporary and Innovative Practice in Palliative Care

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Using the Cross-Cultural Care Survey to Assess Cultural Competency in Graduate Medical Education

Abstract: Our study confirmed that the CCCS is a reliable and valid tool to assess baseline attitudes of cultural competency across specialties in residency programs. Implications of the subscale scores for designing training programs are discussed.

Cited by 24 publications

References 12 publications

Perceived barriers to success for resident physicians interested in immigrant and refugee health

Perceived barriers to success for resident physicians interested in immigrant and refugee health

Pitfalls to avoid when introducing a cultural competency training initiative

Cross-Cultural Issues in Academic Palliative Medicine

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