Cultural comptency resources for education
| Online Curricula
Culture and Communication: What Do You Need To Know?
This is a comprehensive presentation, developd by Lisa Hark, PhD, RD, at the Wills Eye Institute and Jefferson Medical College. This presentation is intended to teach healthcare professionals ways to enhance their cross-cultural communication skills. Topics included are: current US population trends, specific communication strategies using case study examples, working with medical interpreters, health literacy issues, and stereotyping. Medical educators are encouraged to use these slides in whole or part for any UME, GME or CME teaching activities.
Implicit Association Test (IAT) Small Group Session Facilitator Guide
The computer-based, interactive IAT measures implicit bias by calculating how long it takes a participant to match pictures or words that correspond to a social group (e.g., gender, race, body size) to particular characteristics (e.g., good, bad, cooperative, stubborn). The IAT operationalizes implicit bias by proposing that participants will take less time to match a group word or image to a characteristic if they already associate the social group and characteristics.
The IAT small group facilitator's guide provides a “blueprint” to the small group discussion. The facilitator is instructed on how to open the session, discuss the experience of taking the IAT, relating the impact of bias on clinical practice, and finally how to close the discussion. Timing and pacing guidelines are included, along with teaching strategies and responses to possible scenarios that might arise during the discussion.
IAT Facilitator Guide
Achieving Cultural Competency: A Case-Based Approach to Training Health Professionals
This book provides the necessary tools to meet the ever-growing need for culturally competent practitioners and trainees. Twenty-five self-study cases cover a variety of medical topics, including cardiovascular, pulmonary, neurology, oncology, hematology, immunology, and pediatric disorders. Actual scenarios that occurred in clinical settings help the user gain direct insight into the realities of practice today. Cultural factors covered within the cases include cultural diversity plus gender, language, folk beliefs, socioeconomic status, religion, and sexual orientation.
The book awards up to 25 AMA category 1 credits and each case is 1 credit. The physician can obtain 6 credits per year for 3 years, as required in NJ, CA, WA and NM. The credits are awarded online by the University of Penn School of Medicine CME office. The link for that web site is below and also listed in the book. They physician needs to buy the book to get the access code to logon to the site. The book includes the questions that are posted online so it is a very simple process.
The UPenn School of Medicine Cultural Competency Program also developed 2 web-based videos of 2 cases that appear in the book. These can be viewed here, and are listed below.
The physician can also receive CME credits from watching these videos and answering the questions. These videos are designed for medical students and residents, but faculty can find these as very helpful. Faculty can show the vides and give commentary or hear the commentary that our faculty have said between each scene, since these were their patients.
This book can be purchased for $69.95 from Wiley-Blackwell with no additional charges for CME credits. All directions to complete the CME process are in the book and it is available now.
A Clinician's Guide to Reduce Cardiovascular Disparities. Learn effective cross-cultural approaches to care for African-American patients with cardiovascular disease, especially hypertension. Use videos with real patient scenarios and case-based modules to increase your awareness. This project is funded completely by a grant from the National Institutes of Health (NIH) through the National Heart Lung and Blood Institute (NHLBI). http://www.c-comp.org/
Bates' Guide to Physical Examination & History Taking, by Dr. Lynn S. Bickley.
The 10th edition of the pre-eminent textbook on physical examination and history taking contains foundational content to guide students' approaches to history taking, interviewing, and other core assessment concepts, as well as fully illustrated, step-by-step techniques that outline correct performance of physical examination. The second chapter, "Interviewing Health and History" has incorporated additional content to include: achieving cultural competence, exploring the patient's perspective, and guidelines for working with interpreters.
Used with permission, Copyright © 2009 by Wolters Kluwer/Lippincott Williams & Wilkins
2008-2009 Physician update:
Recently the New Jersey Board of Medical Examiners mandated that every licensed physician complete a six
(6) hour CME requirement for Cultural Competency during the current licensure period. There are specific
guidelines regarding the course content, type of CME hours and other that is delineated in NJAC 13:35-6.25.
This one-time requirement must be fulfilled by July 31, 2009.
With these facts, INFORMED is pleased to provide you with, 2008-2009 Physician Update: Cultural Competency.
This CME activity meets the guidelines and provides you with the full six (6) hours of AMA PRA Category 1
CreditTM or equivalent necessary to fulfill this requirement. Just follow the instructions, read the monograph;
complete the self-assessment/evaluation and provide us your information over the phone, fax, internet or via
mail. It’s that convenient and you’re done.
Carter-Pokras O, Lie, DA and Nunez A. A six-hour self-study CME activity published by InforMed: '2008-9 Physician Update: Cultural Competency'
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Improving Outcomes of Pharmacotherapy in Minority Patients With Psychosis
Upon completion of this activity, participants will be able to: (1) Improve communication between the clinician and patient in order to obtain accurate diagnosis of schizophrenia in minority patients; (2) Select antipsychotic medications and dosing levels that are empirically recommended and also are informed by individual differences; and (3) Recognize and address sociocultural factors and system barriers in order to increase patient adherence to medication regimens.
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