Back to Annual Meeting Page		American Public Health Association 133rd Annual Meeting & Exposition December 10-14, 2005 Philadelphia, PA

Abstract #115695

Stergios Roussos, PhD, MPH, GSPH/CBEACH, San Diego State University, 2054 Pinehurst Court, Merced, CA 95340, 209-723-4399, steve@akouo.org and Felicia A. Batts, MPH, Alliance for Community Research and Development, 1735 Canal Street, Suite 5, Merced, CA 95340.

The preparation of health professionals to effectively care for a culturally and linguistically diverse population is a national priority. The ultimate goal is to eliminate the human, social, and financial costs due to disparities in health services. Educators are challenged to improve the cultural competence of future providers. Peer-reviewed literature since 1980 was examined for content, teaching methods, and effects of cultural competency curricula in dentistry, medicine, nursing, pharmacy, and public health training programs. The literature on cultural competency curricula increased between 1999 and 2003. Nationwide studies of school practices found a low prevalence of cultural competency curricula (8 to 13%), and reported that students may not perceive its absence as a problem. Most curricula was aimed at students in the first and second training years, and less in the later years during clerkships and clinical rotations. Curricula content on cultural beliefs, doctor-patient communication, and race/ethnicity epidemiology was more common than content on alternative and complementary health practices, working with language interpreters, and socio-economic barriers. Teaching methods more often included lectures than interactive exercises and immersion techniques. Evaluation of the effects of cultural competency curricula was rare and more often assessed change in attitudes and knowledge than in skills and practices. Little evidence was found on the effects of curricula on student competence; no evidence was found for the effects of curricula on patient care. Few studies examined the quality of faculty instruction and broader institutional supports that may be essential for effective implementation of cultural competency curricula. The review's results indicate that the current state of cultural competency curricula in the USA is insufficient relative to the Nation's demands for equal treatment and the elimination of health disparities. National and professional Initiatives have outlined core cultural competencies for students. However, limited research exists to show if curricula improve student competence and subsequent care of diverse patients. Several opportunities exist for greater innovation and accountability in cultural competency education. The discussion will outline policy implications and recommendations for the education of health professionals in order to provide equal care for all patients.

Learning Objectives:

• Describe content, teaching methods, and outcomes related to cultural competency curricula in the education of health professionals.
• Identify the primary strengths and challenges of curricula designed to improve cultural competency of health professionals.
• Articulate policy recommendations for incorporating cultural competency curricula into the education of health professionals.

Keywords: Cultural Competency, Education

Related Web page: acrd.us/cceducation.asp

Presenting author's disclosure statement:

I wish to disclose that I have NO financial interests or other relationship with the manufactures of commercial products, suppliers of commercial services or commercial supporters.