scholarly journals Provision Of Cultural Competency Training In The National Home And Hospice Care Survey: The Role Of Organizational And Leadership Factors

2014 ◽  
Vol 17 (3) ◽  
pp. A145
Author(s):  
A. AbuDagga ◽  
S. Khasawinah ◽  
R. Weech-Maldonado ◽  
F. Tian
Keyword(s):  
Cultural Competency ◽  
Hospice Care ◽  
Competency Training ◽  
Cultural Competency Training ◽  
Care Survey

Is type of practice setting associated with physician’s cultural competency training? Analysis from the National Ambulatory Medical Care Survey

2020 ◽  
Author(s):  
Ayoola C Adigun ◽  
Haiyan Qu ◽  
Shamly Austin
Keyword(s):  
Logistic Regression ◽  
Medical Care ◽  
Cultural Competency ◽  
Outcome Variable ◽  
Physician Practice ◽  
Competency Training ◽  
Cultural Competency Training ◽  
Care Survey ◽  
Ambulatory Medical Care ◽  
Newly Hired

Abstract This study examined whether type of physician practice settings was associated with cultural competency training for newly hired physicians. We used data from the 2016 National Ambulatory Medical Care Survey Supplement on Culturally and Linguistically Appropriate Services for Office-based Physician Survey. The survey contains a sample of 397 office-based physician responses completed during the period from August to December 2016 (weighted n = 293306). The outcome variable was whether cultural competency training was required for newly hired physicians. The primary predictor variable was type of physician practice settings. We used logistic regression to analyze the association between physician practice settings and cultural competency training for newly hired physicians adjusting for covariates. About 71% physicians belonged to solo or group practice settings. Among these, only 10.4% required cultural competency training for newly hired physicians. Among other practice settings, 34.8% required the training. Results from logistic regression showed that newly hired physicians in solo or group practices (adjusted odds ratio: 0.22; 95% confidence interval: 0.11–0.44) were less likely to have cultural competency training compared to those in other settings. Practice settings are associated with cultural competency training. Cultural competency training across all practice settings may contribute toward improving patient–physician communication, reducing health disparities, and increasing patient satisfaction.

scholarly journals Physician Cultural Competency Training and Impact on Behavior: Evidence From the 2016 National Ambulatory Medical Care Survey

2020 ◽  
Vol 52 (8) ◽  
pp. 562-569
Author(s):  
Arch G. Mainous ◽  
Zhigang Xie ◽  
Sandhya Yadav ◽  
Maribeth Williams ◽  
Amy V. Blue ◽  
...  
Keyword(s):  
Cultural Competence ◽  
Medical School ◽  
Medical Care ◽  
Cultural Competency ◽  
Survey Study ◽  
Competency Training ◽  
Cultural Competency Training ◽  
Competence Training ◽  
Care Survey ◽  
Ambulatory Medical Care

Background and Objectives: The number of racially and culturally diverse patients in the medical practices of US physicians is increasing. It is unclear how well culturally and linguistically appropriate services (CLAS) standards have been integrated into physician practice. The objective of this study was to determine the prevalence of US-based physicians who received training in cultural competency and describe their behavior. Methods: This survey study utilized data from a supplement of the 2016 National Ambulatory Medical Care Survey (NAMCS). The NAMCS Supplement on CLAS for Office-based Physicians (National CLAS Physician Survey) is a nationally representative survey of ambulatory physicians. We determined the proportion and characteristics of physicians who reported receiving cultural competency training in medical school or in practice. Results: The unweighted sample of 363 yielded a weighted sample of 290,109 physicians, 66.3% of whom reported that they had received cultural competence training at some point. Only 35.5% of the sample had ever heard of the CLAS standards, suggesting a low level of awareness of the standards. Further, only 18.7% reported that training in cultural competency is required for newly hired physicians who join their practice. There were no statistically significant differences between those who had been trained and those who had not in terms of self-reported consideration of race/ethnicity or culture in assessing patient needs, diagnosis, treatment and patient education (P>.05). Conclusions: Fewer than half of practicing physicians reported receiving cultural and linguistic competency training in medical school or residency. It is possible that cultural competence training is being seamlessly integrated into medical education.

Cultural competency training for psychiatry residents and mental health professionals: A systematic review

2020 ◽  
pp. 002076402098161
Author(s):  
Vyjayanthi N Venkataramu ◽  
Bhavika Vajawat ◽  
Bharathram Sathur Raghuraman ◽  
SK Chaturvedi
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Cultural Competence ◽  
Cultural Competency ◽  
Mental Health Professionals ◽  
Case Vignette ◽  
Training Methods ◽  
Psychiatry Residents ◽  
Competency Training ◽  
Cultural Competency Training

Introduction: Cultural competence is a prerequisite skill for a psychiatrist. There is a dearth of information on the methods used for training of cultural competence and their outcomes. This study aims to explore and determine the existing methods used for cultural competency training (CCT) for psychiatry residents and how useful these training methods are. Method: A systematic review methodology based on PRISMA guidelines was adopted for this study. The literature search reviewed databases of PubMed and MesH, using keywords ‘psychiatry resident’, ‘psychiatry’, ‘psychiatrist’, ‘mental health’, and ‘mental health professional’. In the end,14 articles qualified for the detailed review. The level of evidence and quality of the studies were evaluated and recorded. Results: The methods of cultural competence training identified were grouped as, active/passive/mixed; group training/individual training. These included documentaries or non-feature films based teaching, secondary consultation and cross consultation models, case vignette discussions, Objective Structured Clinical Examination (OSCE), behavioral simulation, video demonstration, cultural discussion in rounds, and traditional clinical teaching. The studies covered participants from different cultural backgrounds, mainly urban and predominantly university/institution based. Conclusion: There is limited literature in the area to conclude one method to be better than the other with respect to CCT in psychiatry residents. However, this review identified a variety of training methods, which can be used and pave way for research on their effectiveness. Training and evaluation of psychiatry residents in the area of cultural competence should be done routinely during their training to enable them to practice in the multi ethic societies.

scholarly journals The experience of nurses in care for culturally diverse families: A qualitative meta-synthesis

2016 ◽  
Vol 24 (0) ◽  
Author(s):  
Saidy Eliana Arias Murcia ◽  
Lucero Lopez
Keyword(s):  
Cultural Competency ◽  
Culturally Diverse ◽  
Critical Appraisal ◽  
Care Delivery ◽  
Diverse Families ◽  
Competency Training ◽  
Cultural Competency Training ◽  
Manual Search ◽  
Culturally Diverse Families ◽  
Critical Appraisal Skills

Abstract Objective: to understand the experience of nurses in care delivery to culturally diverse families. Method: qualitative meta-synthesis. Exhaustive search in seven databases, three repositories and a manual search in references without time limit, in English, Spanish and Portuguese, resulting in 1609 potentially relevant studies. These were assessed based on the title, summary and full text, determining the final inclusion of 14 studies. Two independent reviewers used the Critical Appraisal Skills Programme (CASP) to assess the quality. The interpretative synthesis implied permanent contrast and consensus among the authors, revealing four categories and one meta-theme. Results: "taking care of a culturally diverse family, the experience of crossing a tightrope". Conclusion: the experience of nurses in care delivery to culturally diverse families is demanding and challenging because it imprints a constant tension among barriers, cultural manifestations and the ethical responsibility of care, incipiently revealing elements of cultural competency. The omission of information in the participants' reports in the studies represents a limitation. The findings offer a baseline for professionals and organizations to focus their intervention efforts on the continuing barriers in care delivery to culturally diverse families and strengthens the need for cultural competency training for nurses.

Working with cultural diverse persons involved in law and mental health - cultural competency training manual

2011 ◽  
Vol 26 (S2) ◽  
pp. 450-450
Author(s):  
W. Chow ◽  
J. Sadavoy ◽  
J. Wong
Keyword(s):  
Mental Health ◽  
Cultural Competency ◽  
Mental Health Professionals ◽  
Culturally Diverse ◽  
Mount Sinai Hospital ◽  
Training Manual ◽  
Competency Training ◽  
Cultural Competency Training ◽  
Language And Communication ◽  
Mount Sinai

The goal of this presentation is to introduce a new “Cultural Competency Training/Manual (CCTP) for Law and Mental Health professionals Working with persons involved with law and mental health” sponsored by a grant from the Law Foundation of Ontario and department of psychiatry of Mount Sinai Hospital.The manual is qualitative which includes conducting a literature review, facilitation of multi-stakeholder focus groups, and interviewed key stakeholders, consultation with clinical staff from the Mount Sinai Hospital and other Court Support programs, to address the key challenges in working with culturally diverse persons involved with law and mental health. In the oral presentation, we will present key themes on the challenges in dealing with culturally-diverse persons involved in law and mental health. The themes were consistent with the literature, evidence-based research, and validated by actual provider experience. They include language and communication, mistrust of mainstream services, racism and discrimination, resistance from persons involved with law and mental health and their families, and the need for cultural competency practices, such as interpretation, cultural understanding, community and systemic support. With these themes in mind, we will demonstrate the application of practical skills and cultural competencies using vignettes. A cultural competency model of working with culturally diverse persons involved in law and mental health and the five key responsibilities will be introduced. They include the following domains: language and communication, system support and navigation, education and advocacy, and collaboration.

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