Cultural Competence in the nursing, dentistry, and medicine professional curricula: a qualitative review
Abstract Background Cultural competence development in the formative process of healthcare professionals is crucial for the provision of culturally appropriate health care. This educational issue is highly relevant in the growing multicultural composition of southern Chile. The objective of this stu...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-09-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03743-7 |
| _version_ | 1818017812683161600 |
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| author | Maura Klenner Rodrigo Mariño Patricia Pineda Gerardo Espinoza Carlos Zaror |
| author_facet | Maura Klenner Rodrigo Mariño Patricia Pineda Gerardo Espinoza Carlos Zaror |
| author_sort | Maura Klenner |
| collection | DOAJ |
| description | Abstract Background Cultural competence development in the formative process of healthcare professionals is crucial for the provision of culturally appropriate health care. This educational issue is highly relevant in the growing multicultural composition of southern Chile. The objective of this study was to examine how the healthcare professions curricula at the Universidad de La Frontera, in La Araucanía Region, prepares future professionals to respond to patients' cultural needs. Method A sequential transformative mixed methods design composed of two phases was carried out. Phase 1 reviewed all printed material and documentation to explore content that developed cross-cultural skills and competencies in the curricula. In Phase 2 semi-structured interviews were conducted with academics with responsibilities for the development of the curriculum in each career, to detect how academics envisage the incorporation of cultural competence in the curricula. Results Regarding curricular contents, findings indicated that the healthcare professions curricula at The Universidad de La Frontera have similar approaches to the inclusion of CCT in subjects’ syllabuses, with inclusion of the different CCT, particularly in the Dental and Medical curricula. However, this coverage showed significant variations in the undergraduate healthcare curricula. The analysis revealed that themes around the Ethics and human values for professional practice; the Psychosocial and cultural determinants of health; the Relationship health-family-community, and to a lesser extent, the Clinician-patient relationship were well covered in the courses. On the other hand, Inequalities in health was the theme with the least contact time in all three courses. Academics called for a better organisation of the inclusion of CCT in the curricula. They also highlighted the challenges of maintaining the dominant paradigm underlying healthcare models, practices, and orientations within the academic staff and health discipline. Conclusion Curricula contents findings indicate that the healthcare professions curricula at Universidad de La Frontera have similar approaches to the inclusion of CCT in subjects’ syllabuses. However, its depth of coverage allows for improvements. The systematization of CCT and teaching–learning methodologies in healthcare professions curricula is necessary to develop formative processes that allow future professionals to be aware of and respectful with patients’ cultural characteristics and needs. |
| first_indexed | 2024-04-14T07:31:42Z |
| format | Article |
| id | doaj.art-1b58f6268354474e9d0f633ccc0ea604 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-14T07:31:42Z |
| publishDate | 2022-09-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-1b58f6268354474e9d0f633ccc0ea6042022-12-22T02:05:50ZengBMCBMC Medical Education1472-69202022-09-0122111110.1186/s12909-022-03743-7Cultural Competence in the nursing, dentistry, and medicine professional curricula: a qualitative reviewMaura Klenner0Rodrigo Mariño1Patricia Pineda2Gerardo Espinoza3Carlos Zaror4Deparment of Language, Literature and Communication, Faculty of Education, Humanities and Social Sciences, Universidad de La FronteraMelbourne Dental School, University of MelbourneDepartment of Pediatric Dentistry and Orthodontics, Faculty of Dentistry, Universidad de La FronteraDepartment of Public Health, Faculty of Medicine, Universidad de La FronteraDepartment of Pediatric Dentistry and Orthodontics, Faculty of Dentistry, Universidad de La FronteraAbstract Background Cultural competence development in the formative process of healthcare professionals is crucial for the provision of culturally appropriate health care. This educational issue is highly relevant in the growing multicultural composition of southern Chile. The objective of this study was to examine how the healthcare professions curricula at the Universidad de La Frontera, in La Araucanía Region, prepares future professionals to respond to patients' cultural needs. Method A sequential transformative mixed methods design composed of two phases was carried out. Phase 1 reviewed all printed material and documentation to explore content that developed cross-cultural skills and competencies in the curricula. In Phase 2 semi-structured interviews were conducted with academics with responsibilities for the development of the curriculum in each career, to detect how academics envisage the incorporation of cultural competence in the curricula. Results Regarding curricular contents, findings indicated that the healthcare professions curricula at The Universidad de La Frontera have similar approaches to the inclusion of CCT in subjects’ syllabuses, with inclusion of the different CCT, particularly in the Dental and Medical curricula. However, this coverage showed significant variations in the undergraduate healthcare curricula. The analysis revealed that themes around the Ethics and human values for professional practice; the Psychosocial and cultural determinants of health; the Relationship health-family-community, and to a lesser extent, the Clinician-patient relationship were well covered in the courses. On the other hand, Inequalities in health was the theme with the least contact time in all three courses. Academics called for a better organisation of the inclusion of CCT in the curricula. They also highlighted the challenges of maintaining the dominant paradigm underlying healthcare models, practices, and orientations within the academic staff and health discipline. Conclusion Curricula contents findings indicate that the healthcare professions curricula at Universidad de La Frontera have similar approaches to the inclusion of CCT in subjects’ syllabuses. However, its depth of coverage allows for improvements. The systematization of CCT and teaching–learning methodologies in healthcare professions curricula is necessary to develop formative processes that allow future professionals to be aware of and respectful with patients’ cultural characteristics and needs.https://doi.org/10.1186/s12909-022-03743-7Cultural competenceHealthcareCurriculumCourse syllabusTeaching–learning methodologies |
| spellingShingle | Maura Klenner Rodrigo Mariño Patricia Pineda Gerardo Espinoza Carlos Zaror Cultural Competence in the nursing, dentistry, and medicine professional curricula: a qualitative review BMC Medical Education Cultural competence Healthcare Curriculum Course syllabus Teaching–learning methodologies |
| title | Cultural Competence in the nursing, dentistry, and medicine professional curricula: a qualitative review |
| title_full | Cultural Competence in the nursing, dentistry, and medicine professional curricula: a qualitative review |
| title_fullStr | Cultural Competence in the nursing, dentistry, and medicine professional curricula: a qualitative review |
| title_full_unstemmed | Cultural Competence in the nursing, dentistry, and medicine professional curricula: a qualitative review |
| title_short | Cultural Competence in the nursing, dentistry, and medicine professional curricula: a qualitative review |
| title_sort | cultural competence in the nursing dentistry and medicine professional curricula a qualitative review |
| topic | Cultural competence Healthcare Curriculum Course syllabus Teaching–learning methodologies |
| url | https://doi.org/10.1186/s12909-022-03743-7 |
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