Jacob Van den Berg, MS, Carolyn Tucker, PhD, Beverly Brady, PhD, Erica Byrnes, BA, BS, Jessica Jones, BS, and Rhonda Hackshaw, MS. Department of Psychology, University of Florida, 212 Psychology Building, Post Office Box 112250, Gainesville, FL 32611-2250, (352) 392-0601 ext 260, jacobv@ufl.edu

There is strong support for a partnership approach to culturally sensitive health care that includes active involvement of patients in creating this care (Hurtado et al., 2000). The present authors developed assessment-based modules for training primary care providers, staff, and patients at community-based health care clinics to promote patient-centered culturally sensitive health care environments. The provider and patient behaviors and the environmental variables targeted in these modules are based on earlier research by the authors that identified the characteristics of patient-centered culturally sensitive health care (Tucker et al., 2003).

The developed training modules for providers and staff included videotapes demonstrating culturally sensitive verbal and nonverbal interactions between patients (i.e., Black, Hispanic/Latino, and White patients) and providers, and between patients and clinic staff. These modules also include prototypes for staff bulletin boards, artwork, magazines, brochures, and other physical environment materials that are indicators of culturally sensitive health care. The training modules for patients were novel in that they involved teaching patients culturally appropriate assertive behaviors, anxiety management skills, and interpersonal skills for creating desired health care environments.

Following are the recommendations for using a training module approach to culturally sensitive health care training: (1) modules should be succinct (not more than 1 hour) to facilitate the demanding schedules of trainees; (2) modules should be available in portable formats to increase access; and (3) modules should be delivered by culturally diverse professional facilitators in order to engender credibility and motivation.

Learning Objectives: