Benefits of diversity Having medical students and faculty members from a variety of socioeconomic backgrounds, racial and ethnic groups, and other life experiences can: 1) enhance the quality and content of interactions and discussions for all students throughout the preclinical and clinical curricula; and 2) result in the preparation of a physician workforce that is more culturally aware, competent and better prepared to improve access to healthcare, and to address current and future health care disparities (Standard 3). language, and religion influence health, health care delivery and health behaviors (AAMC, 2016). This project’s activities included: ● Commissioning three papers to establish the basis for deliberation regarding the domains of cultural competence. ● Convening an expert panel to identify the major domains of cultural competence training, and to develop the “Tool for Assessing Cultural Competence Training” (TAACT) in the undergraduate medical school curriculum, as well as in all health professions. This continuing education activity is designed to introduce cultural competency to massage therapists. The majority of the material in this course is derived from the primary study group of physicians - similar findings are expected to occur in all health professions. In case discussions, the massage therapist will relate to similar situations that apply to that field. The Tool for Assessing Cultural Competence Training (TACCT) – revised in 2015 - outlines the six domains and specific components for cultural competency training in medical schools. The six domains include: ● Domain I: Cultural Competence Rationale, Context, and Definition ● Domain II: Key Aspects of Cultural Competence ● Domain III: Impact of Stereotyping and Medical Decision-Making ● Domain IV: Health Disparities and Factors Influencing Health ● Domain V: Cross-Cultural Clinical Skills ● Domain VI: Self-Reflection, Culture of Medicine Each domain covers the knowledge, skills, and attitudes related to the component. TACCT provides a framework for this course, which is divided into four sections:
Mission-appropriate diversity The inclusion in a medical education program’s student body and staff based on the program’s mission, goals, and policies to recruit persons from diverse racial, ethnic, economic, and/or social backgrounds, and life experiences to enhance the educational environment for all medical students (Element 3.3). Standard 7: Curricular content The faculty of a medical school ensures that the medical curriculum provides content that is of sufficient breadth and depth to prepare medical students for entry into any residency program, and for the subsequent contemporary practice of medicine. Cultural competence and health care disparities The faculty of a medical school ensures that the medical curriculum provides opportunities for medical students to learn to recognize and appropriately address gender and cultural biases in themselves, in others, and in the health care delivery process. The medical curriculum includes instruction regarding the following: ● The manner in which people of diverse cultures and belief systems perceive health and illness, and then respond to various symptoms, diseases, and treatments. ● The basic principles of culturally competent health care. ● The recognition and development of solutions for health care disparities. ● The importance of meeting the health care needs of medically underserved populations. ● The development of core professional attributes (e.g., altruism, accountability) needed to provide effective care within a multidimensional and diverse society. (Element 7.6) Health care disparities are defined as differences between groups of people based on a variety of factors: race, ethnicity, residential location, sex, age, socioeconomic, educational, and disability status, that may affect access to health care, the quality of the health care received, and the outcomes of their medical conditions (Element 7.6). The Association of American Medical Colleges (AAMC) began the “Medical Education and Cultural Competence: A Strategy to Eliminate Racial and Ethnic Disparities in Health Care” project in 2016 to support and develop these standards. This project was designed to address the increasing diversity within the United States and discuss strong evidence of disparities in health care that still exist today (AAMC, 2016). The AAMC stressed that it is critically important that health care professionals are specifically
educated about how their own (and their patients’) demographic, gender, income, race, ethnicity, culture, 1. Cultural competence rationale, context, and definition. 2. Impact of stereotyping on clinical decision-making. 3. Cross-cultural clinical skills. 4. Working effectively with interpreters. SECTION 1: CULTURAL COMPETENCE RATIONALE, CONTEXT AND DEFINITION Health professionals are aware of the need to provide
and training programs. Using the framework of TACCT, this section will review the domain covering the rationale, context, and definitions of key terms used for cultural competency training in the health profession.
health care services that are respectful and responsive to the cultural and linguistic diversity of their clients and patients. Educational institutions for health professionals include cultural competency education at all levels of their curriculum Defining cultural and linguistic competence As the linguistic and cultural diversity of the United States grows, health care professionals must adapt their skills, knowledge, and attitudes to build linguistic and cultural competency. Due to shifting demographic trends in the
United States, managed care plans must evolve in order to address the needs of their multi-ethnic members. Centers for Medicare & Medicaid Services (CMS, 2016) provide the following definitions (HHS, 2016):
EliteLearning.com/Massage-Therapy
Book Code: MMD0724
Page 2
Powered by FlippingBook