A Prescription for Cultural Competence in Medical Education

Cultural competence programs have proliferated in U.S. medical schools in response to increasing national diversity, as well as mandates from accrediting bodies. Although such training programs share common goals of improving physician‐patient communication and reducing health disparities, they ofte...

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Bibliographic Details
Published inJournal of general internal medicine : JGIM Vol. 21; no. 10; pp. 1116 - 1120
Main Authors Kripalani, Sunil, Bussey‐Jones, Jada, Katz, Marra G., Genao, Inginia
Format Journal Article
LanguageEnglish
Published Malden, USA Blackwell Publishing Inc 01.10.2006
Springer
Springer Nature B.V
Blackwell Science Inc
Subjects
Biological and medical sciences
cultural competency
Cultural Diversity
disparities
Education, Medical - methods
Education, Medical - trends
General aspects
Health participants
Humans
Integrated approach
Internal medicine
medical education
Medical schools
Medical sciences
Public health. Hygiene
Public health. Hygiene-occupational medicine
Schools, Medical - trends
Teaching - methods
Teaching - trends
United States
North America
America
Medicine
Educational program
Humanities
Education
Physician
Cultural aspect
Social aspect
Teaching
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Summary:Cultural competence programs have proliferated in U.S. medical schools in response to increasing national diversity, as well as mandates from accrediting bodies. Although such training programs share common goals of improving physician‐patient communication and reducing health disparities, they often differ in their content, emphasis, setting, and duration. Moreover, training in cross‐cultural medicine may be absent from students' clinical rotations, when it might be most relevant and memorable. In this article, the authors recommend a number of elements to strengthen cultural competency education in medical schools. This “prescription for cultural competence” is intended to promote an active and integrated approach to multicultural issues throughout medical school training.
Bibliography:No conflicts of interest.
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0884-8734
1525-1497
DOI:10.1111/j.1525-1497.2006.00557.x