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.

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.

scholarly journals Equitable training equals equitable care: Cultural competency training of healthcare providers for sexual minorities

2019 ◽  
Author(s):  
Michele Montecalvo
Keyword(s):  
Health Care ◽  
Cultural Competence ◽  
Cultural Competency ◽  
Sexual Minorities ◽  
Healthcare Providers ◽  
Stage Of Change ◽  
Culturally Competent ◽  
Competency Training ◽  
Cultural Competency Training ◽  
Competence Training

Abstract Introduction: The hierarchy of the American medical system and it’s disconnect of recognition beyond the binary of sexual minorities has created systematic inequitable care because of lack of appropriate cultural competency training. Healthcare providers are not adequately taught appropriate cultural competencies in standardized academic training. Methods: Given an online survey of varied health care providers (N = 208), the research examined “culturally competent health care delivery” knowledge, stage of change; precontemplation, contemplation, preparation, action, maintenance; as per the work of Prochaska & DiClemente, (1983) for taking action to be culturally sensitive, culturally competent, culturally appropriate, and future training desirability. Results: The sample population reported a high self-rating for aligning with definition of cultural competency; prevalence of 6 to 10 hours of engagement in cultural competence training; rating 3.97 (SD = .741) of quality for cultural competence training; Pre-Survey Stage of Change (N = 208) mean was 4.32 between action and maintenance, but closest to action (SD = 1.21); and with 71.2% already in maintenance it is noted that the research captured providers who have received equitable training, offering equitable care. Conclusions: Affirmation for LGBT clients is a critical adaptive response for practitioners recognizing the overt social injustices that have occurred historically as personal injustices and responding in a positive and accepting manner can dramatically improve patient engagement. Training within the confines of a grounded evidenced based theory can support appropriate and culturally competent equitable care. Keywords: healthcare providers, cultural competency, lesbian, gay, bisexual, transgender (LGBT), stages of change, transtheoretical model

scholarly journals Learning Outcomes of Diverse Oncology Professionals After the TEAM Cultural Competency Training

2020 ◽  
Author(s):  
Mandi L. Pratt-Chapman
Keyword(s):  
Cultural Competence ◽  
Cultural Competency ◽  
Health Care Professionals ◽  
Cancer Care ◽  
Clinical Skills ◽  
Sexual And Gender Minorities ◽  
Competency Training ◽  
Cultural Competency Training ◽  
Gender Minorities ◽  
And Gender

Abstract Racial, ethnic, sexual, and gender minorities are more likely to report challenges with oncology provider communication and quality of care. The Together-Equitable-Accessible-Meaningful (TEAM) training was developed to improve health equity across cancer care organizations by guiding teams of interprofessional learners through planning and implementation of quality improvements to advance equitable, accessible, and patient-centered cancer care. This study compared changes to self-reported cultural competence as measured by the Cultural Competency Assessment (CCA); Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS); and Interprofessional Socialization and Valuing Scale (ISVS). The primary aim of the study was to assess changes to self-reported cultural competence; the secondary aim was to examine changes to interprofessional valuation from baseline to post-intervention. Results indicated statistically significant improvements in self-reported Cultural Competency Behaviors (p = .055), a subscale of the CCA, and Attitudinal Awareness toward sexual and gender minorities (p = .046), a subscale of the LGBT-DOCSS, using p < .10 as statistically significant. These subscale results drove statistically significant improvements for their respective composite scales. No other statistically significant results were found. This study suggests that cultural competency training among interprofessional oncology health care professionals can be effective. Given the growing diversity within the USA, additional opportunities for cultural competency training are needed.

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&gt;.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.

scholarly journals Delivering and implementing child and adolescent mental health training for mental health and allied professionals: a systematic review and qualitative meta-aggregation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Emily Banwell ◽  
Neil Humphrey ◽  
Pamela Qualter
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Qualitative Research ◽  
Mental Health Professionals ◽  
Synthesis Method ◽  
Barriers And Facilitators ◽  
Youth Workers ◽  
Mental Health Training ◽  
Health Training ◽  
Starting Point

Abstract Background The increasing prevalence of mental health difficulties among children and young people (CYP) suggests that early intervention is vital. A comprehensive system of care and support requires the involvement of mental health professionals, including psychologists and psychiatrists, and allied professionals, including teachers, police, and youth workers. A critical starting point is the provision of effective training, in order that these professionals can better support the mental health needs of the CYP that they encounter. Objectives Given the primacy of training in the CYP mental health support system, understanding the factors that maximise potential gains and facilitate uptake is pertinent. The current review therefore located and explored qualitative research evidence, to identify the barriers and facilitators underpinning successful delivery and implementation of training focussed on the mental health of CYP, for both mental health and allied professionals. Methods A systematic review and qualitative meta-aggregation were conducted. Systematic searches were carried out using ASSIA, EMBASE, MEDLINE, NICE Evidence, PsycINFO, and Scopus databases, for papers published between 2000 and 2020. Twelve thousand four hundred forty-eight records were identified, of which 39 were eligible for review. The records were appraised for quality using the Joanna Briggs Institute Critical Appraisal Checklist for Qualitative Research, and synthesised using the qualitative meta-aggregation method. Results One hundred eighty-two raw findings were extracted from the 39 papers, which were condensed into 47 sub-categories, 19 categories, and finally 5 synthesis statements. These synthesis statements reflected the barriers and facilitators influencing the training delivery process (“support”; “content, design, and planning”), and the implementation of training into the workplace (“context”; “perceived value”; “organisational factors”). Conclusions The synthesis statements and underlying categories provide practical recommendations for those designing, delivering, or implementing CYP mental health training. Recommendations ranged from facilitating peer support during training, to the idea that training will be better implemented when perceived need is high. The review provides a robust evidence-based foundation to “common-sense” principles, drawing them into a coherent and organised framework using a synthesis method grounded in pragmatism. Protocol registration number PROSPERO reference ID: CRD42020162876.

scholarly journals Stress and burnout in Improving Access to Psychological Therapies (IAPT) trainees: a systematic review

2021 ◽  
Vol 14 ◽  
Author(s):  
Joel Owen ◽  
Louise Crouch-Read ◽  
Matthew Smith ◽  
Paul Fisher
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Future Research ◽  
List Type ◽  
Dual Roles ◽  
Eligibility Criteria ◽  
Psychological Therapies ◽  
Current State

Abstract For more than a decade, Improving Access to Psychological Therapies (IAPT) has been training a new workforce of psychological therapists. Despite evidence of stress and burnout both in trainee mental health professionals, and qualified IAPT clinicians, little is known about these topics in IAPT trainees. Consequently, this systematic review sought to establish the current state of the literature regarding stress and burnout in IAPT trainees. Electronic databases were searched to identify all published and available unpublished work relating to the topic. On the basis of pre-established eligibility criteria, eight studies (including six unpublished doctoral theses) were identified and assessed for quality. This review identifies that research into the experience of IAPT trainees is under-developed. Existing evidence tentatively suggests that IAPT trainees may experience levels of stress and burnout that are higher than their qualified peers and among the higher end of healthcare professionals more generally. The experience of fulfilling dual roles as mental health professionals and university students concurrently appears to be a significant source of stress for IAPT trainees. More research regarding the levels and sources of stress and burnout in IAPT trainees is urgently needed to confirm and extend these findings. Recommendations for future research in the area are given. Key learning aims (1) To establish the current state of the literature regarding stress and burnout in IAPT trainees. (2) To raise practitioner, service and education-provider awareness regarding the levels and perceived sources of stress and burnout in IAPT trainees. (3) To make recommendations regarding future research on the topic.

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