Defining a framework for medical teachers’ competencies to teach ethnic and cultural diversity: Results of a European Delphi study

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Abstract

Medical students need to be trained in delivering diversity-responsive health care but unknown is what competencies teachers need. The aim of this study was to devise a framework of competencies for diversity teaching.

Related collections

Most cited references 23

Record: found
Abstract: found
Article: not found

Consulting the oracle: ten lessons from using the Delphi technique in nursing research.

Sinead Keeney, Felicity Hasson, Hugh McKenna (2006)

The aim of this paper was to provide insight into the Delphi technique by outlining our personal experiences during its use over a 10-year period in a variety of applications. As a means of achieving consensus on an issue, the Delphi research method has become widely used in healthcare research generally and nursing research in particular. The literature on this technique is expanding, mainly addressing what it is and how it should be used. However, there is still much confusion and uncertainty surrounding it, particularly about issues such as modifications, consensus, anonymity, definition of experts, how 'experts' are selected and how non-respondents are pursued. This issues that arise when planning and carrying out a Delphi study include the definition of consensus; the issue of anonymity vs. quasi-anonymity for participants; how to estimate the time needed to collect the data, analyse each 'round', feed back results to participants, and gain their responses to this feedback; how to define and select the 'experts' who will be asked to participate; how to enhance response rates; and how many 'rounds' to conduct. Many challenges and questions are raised when using the Delphi technique, but there is no doubt that it is an important method for achieving consensus on issues where none previously existed. Researchers need to adapt the method to suit their particular study.

0 comments Cited 324 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: not found

Beyond cultural competence: critical consciousness, social justice, and multicultural education.

K Kumagai, Monica Lypson (2009)

In response to the Liaison Committee on Medical Education mandate that medical education must address both the needs of an increasingly diverse society and disparities in health care, medical schools have implemented a wide variety of programs in cultural competency. The authors critically analyze the concept of cultural competency and propose that multicultural education must go beyond the traditional notions of "competency" (i.e., knowledge, skills, and attitudes). It must involve the fostering of a critical awareness--a critical consciousness--of the self, others, and the world and a commitment to addressing issues of societal relevance in health care. They describe critical consciousness and posit that it is different from, albeit complementary to, critical thinking, and suggest that both are essential in the training of physicians. The authors also propose that the object of knowledge involved in critical consciousness and in learning about areas of medicine with social relevance--multicultural education, professionalism, medical ethics, etc.--is fundamentally different from that acquired in the biomedical sciences. They discuss how aspects of multicultural education are addressed at the University of Michigan Medical School. Central to the fostering of critical consciousness are engaging dialogue in a safe environment, a change in the traditional relationship between teachers and students, faculty development, and critical assessment of individual development and programmatic goals. Such an orientation will lead to the training of physicians equally skilled in the biomedical aspects of medicine and in the role medicine plays in ensuring social justice and meeting human needs.

0 comments Cited 160 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: found

Is Open Access

Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis

Katherine Woolf, Henry Potts, Ian McManus (2011)

Objective To determine whether the ethnicity of UK trained doctors and medical students is related to their academic performance. Design Systematic review and meta-analysis. Data sources Online databases PubMed, Scopus, and ERIC; Google and Google Scholar; personal knowledge; backwards and forwards citations; specific searches of medical education journals and medical education conference abstracts. Study selection The included quantitative reports measured the performance of medical students or UK trained doctors from different ethnic groups in undergraduate or postgraduate assessments. Exclusions were non-UK assessments, only non-UK trained candidates, only self reported assessment data, only dropouts or another non-academic variable, obvious sampling bias, or insufficient details of ethnicity or outcomes. Results 23 reports comparing the academic performance of medical students and doctors from different ethnic groups were included. Meta-analyses of effects from 22 reports (n=23 742) indicated candidates of “non-white” ethnicity underperformed compared with white candidates (Cohen’s d=−0.42, 95% confidence interval −0.50 to −0.34; P<0.001). Effects in the same direction and of similar magnitude were found in meta-analyses of undergraduate assessments only, postgraduate assessments only, machine marked written assessments only, practical clinical assessments only, assessments with pass/fail outcomes only, assessments with continuous outcomes only, and in a meta-analysis of white v Asian candidates only. Heterogeneity was present in all meta-analyses. Conclusion Ethnic differences in academic performance are widespread across different medical schools, different types of exam, and in undergraduates and postgraduates. They have persisted for many years and cannot be dismissed as atypical or local problems. We need to recognise this as an issue that probably affects all of UK medical and higher education. More detailed information to track the problem as well as further research into its causes is required. Such actions are necessary to ensure a fair and just method of training and of assessing current and future doctors.

0 comments Cited 106 times – based on 0 reviews      Review now

Bookmark

All references

Author and article information

Journal

Title: Medical Teacher

Abbreviated Title: Medical Teacher

Publisher: Informa UK Limited

ISSN (Print): 0142-159X

ISSN (Electronic): 1466-187X

Publication date Created: February 28 2018

Publication date (Electronic): February 28 2018

Pages: 1-7

Affiliations

[1 ] Academic Medical Centre, University of Amsterdam, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands;

[2 ] Department of Primary and Interdisciplinary Care, University of Antwerp, Antwerp, Belgium;

[3 ] Limerick Medical School, Limerick, Ireland;

[4 ] VUmc Medical Center, Amsterdam, The Netherlands

Article

DOI: 10.1080/0142159X.2018.1439160

PubMed ID: 29490534

SO-VID: 9298ed5f-ab68-44cc-b140-8dcd9db941f3

History

Data availability:

Comments

Comment on this article

scite_

Cited by 11

See all cited by

Most referenced authors 342

See all reference authors

- Version 1

Defining a framework for medical teachers’ competencies to teach ethnic and cultural diversity: Results of a European Delphi study

Read this article at

Abstract

Related collections

UCL Grand Challenges: Cultural Understanding

Most cited references 23

Consulting the oracle: ten lessons from using the Delphi technique in nursing research.

Beyond cultural competence: critical consciousness, social justice, and multicultural education.

Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis

Author and article information

Journal

Affiliations

Article

History

Comments

Comment on this article

Similar content 1,470

Cited by 11

Most referenced authors 342