Chapter 1: Cultural Competency for Massage Therapists (Mandatory) 1 CE Hour
By: John Vinacci Learning objectives Define the terms cultural competence, race, ethnicity and culture as they apply to health and wellness professions. Describe five ways that race and culture impact health. Identify patterns of health disparities and strategies to address them. Discuss the importance of diversity factors that influence effective cross-cultural communication in clinical encounters. List assessment tools to help therapists identify personal attitudes toward culture and cultural differences, and improve communication clients, patients and massage therapists. Give three examples of stereotyping and its effect on health. professionals perceive and make treatment decisions, ultimately resulting in disparities in health outcomes. These biases, often unconscious and unintentional, can shape behavior and produce differences in medical care along various lines, including race, ethnicity, gender identity, sexual orientation, age, and socioeconomic status. Healthcare disparities stemming from implicit bias can manifest in several ways. For example, a healthcare provider might unconsciously give less attention to a patient or make assumptions about their medical needs based on race, gender, or age. The unconscious assumptions can lead to delayed or inadequate care, misdiagnoses, or inappropriate treatments, all of which can adversely impact Acronyms used throughout this course ● AAMC - Association of American Medical Colleges. ● ACGME - Accreditation Council for Graduate Medical Education. ● AMTA - American Massage Therapy Association. ● AHRQ - Agency for Healthcare Research and Quality. ● CDC - Centers for Disease Control and Prevention. ● CLAS - The U.S. Department of Health and Human Service’s (HHS) Standards for Culturally and Linguistically Appropriate Services. ● EPoCH - The American Medical Association’s (AMA) Educating Physicians on Controversies in Health. Implicit bias in healthcare Implicit bias significantly affects how healthcare
List strategies to uncover and eliminate stereotyping. Describe three models of effective communication for providing culturally competent care. Explain the impact of limited English language (LEP) proficiency on health outcomes. Identify legislative actions to promote equity in language access for LEP patients. Select and discuss four reasons for the under-utilization of interpreters for LEP patients in health care settings. Describe four practical strategies to improve interpretation services to support culturally competent care. List and explain four components of self-evaluation and reflection to enhance culturally competent care. health outcomes. Addressing implicit bias in healthcare is crucial for achieving equity in medical treatment. Strategies to combat these biases involve education and awareness programs for healthcare professionals. These programs help individuals recognize and acknowledge their biases, fostering a more empathetic and unbiased approach to patient care. Additionally, implementing policies and procedures prioritizing equitable treatment for all patients can play a pivotal role in reducing healthcare disparities. Ultimately, confronting implicit bias in healthcare is essential to creating a more just and equitable healthcare system where everyone receives fair and equal treatment regardless of their background or characteristics. ● HHS - U.S. Department of Health and Human Services. ● IOM - Institute of Medicine. ● LCME - Liaison Committee on Medical Education. ● LEP - Limited English proficiency. ● NCHD - National Commission for Human Development. ● NCHS - Centers for Disease Control and Prevention’s National Center for Health Statistics. ● TACCT - Association of American Medial Colleges’ Tool for Assessing Cultural Competence Training.
OVERVIEW: BACKGROUND
“Acknowledge the inherent worth and individuality of each person by not discriminating or behaving in any prejudicial manner with clients and/or colleagues.” The Liaison Committee on Medical Education (LCME) - the accreditation entity for U.S. and Canadian medical schools - revised the standards in 2016 for the upcoming 2017- 2018 academic year. It included the following guidelines for building cultural competence among health practitioners.
The need for cultural competency training as an ethical precept has been articulated at many levels: through federal and state legislatures, public health administrations, the medical profession, and other professional health education organizations. The American Massage Therapy Association’s (AMTA) Code of Conduct - last revised in 2010 - helps massage therapists to interpret the Code of Ethics. The second principle states that a massage therapist shall: Standard 3: Academic and learning environments A medical school ensures that its medical education program occurs in professional, respectful, and intellectually stimulating academic and clinical environments, recognizes
the benefits of diversity, and promotes students’ attainment of competencies required of future physicians.
Page 1
Book Code: MMD0724
EliteLearning.com/Massage-Therapy
Powered by FlippingBook