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Mechanisms Driving Postgraduate Health and Social Science Students’ Cultural Competence: An Integrated Systematic Review
The COVID-19 pandemic revealed a global urgency to address health care provision disparities, which have largely been influenced by systematic racism in federal and state policies. The World Health Organization recommends educational institutions train clinicians in cultural competence (CC); however...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Lippincott Williams & Wilkins
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9592147/ https://www.ncbi.nlm.nih.gov/pubmed/35476677 http://dx.doi.org/10.1097/ACM.0000000000004714 |
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author | Lie Ken Jie, Christopher Finn, Yvonne F. Bish, Melanie Carlson, Elisabeth Kumlien, Christine Chan, E. Angela Leung, Doris Y.L. |
author_facet | Lie Ken Jie, Christopher Finn, Yvonne F. Bish, Melanie Carlson, Elisabeth Kumlien, Christine Chan, E. Angela Leung, Doris Y.L. |
author_sort | Lie Ken Jie, Christopher |
collection | PubMed |
description | The COVID-19 pandemic revealed a global urgency to address health care provision disparities, which have largely been influenced by systematic racism in federal and state policies. The World Health Organization recommends educational institutions train clinicians in cultural competence (CC); however, the mechanisms and interacting social structures that influence individuals to achieve CC have received little attention. This review investigates how postgraduate health and social science education approaches CC and how it accomplishes (or not) its goals. METHOD: The authors used critical realism and Whittemore and Knafl’s methods to conduct a systematic integrated review. Seven databases (MEDLINE, CINAHL, PsycINFO, Scopus, PubMed, Web of Science, and ERIC) were searched from 2000 to 2020 for original research studies. Inclusion criteria were: the use of the term “cultural competence” and/or any one of Campinha-Bacote’s 5 CC factors, being about postgraduate health and/or social science students, and being about a postgraduate curriculum or a component of it. Thematic analysis was used to reveal the mechanisms and interacting social structures underlying CC. RESULTS: Thirty-two studies were included and 2 approaches to CC (themes) were identified. The first theme was professionalized pedagogy, which had 2 subthemes: othering and labeling. The second theme was becoming culturally competent, which had 2 subthemes: a safe CC teaching environment and social interactions that cultivate reflexivity. CONCLUSIONS: CC conceptualizations in postgraduate health and social science education tend to view cultural differences as a problem and CC skills as a way to mitigate differences to enhance patient care. However, this generates a focus on the other, rather than a focus on the self. Future research should explore the extent to which insight, cognitive flexibility, and reflexivity, taught in safe teaching environments, are associated with increasing students’ cultural safety, cultural humility, and CC. |
format | Online Article Text |
id | pubmed-9592147 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Lippincott Williams & Wilkins |
record_format | MEDLINE/PubMed |
spelling | pubmed-95921472022-10-25 Mechanisms Driving Postgraduate Health and Social Science Students’ Cultural Competence: An Integrated Systematic Review Lie Ken Jie, Christopher Finn, Yvonne F. Bish, Melanie Carlson, Elisabeth Kumlien, Christine Chan, E. Angela Leung, Doris Y.L. Acad Med Reviews The COVID-19 pandemic revealed a global urgency to address health care provision disparities, which have largely been influenced by systematic racism in federal and state policies. The World Health Organization recommends educational institutions train clinicians in cultural competence (CC); however, the mechanisms and interacting social structures that influence individuals to achieve CC have received little attention. This review investigates how postgraduate health and social science education approaches CC and how it accomplishes (or not) its goals. METHOD: The authors used critical realism and Whittemore and Knafl’s methods to conduct a systematic integrated review. Seven databases (MEDLINE, CINAHL, PsycINFO, Scopus, PubMed, Web of Science, and ERIC) were searched from 2000 to 2020 for original research studies. Inclusion criteria were: the use of the term “cultural competence” and/or any one of Campinha-Bacote’s 5 CC factors, being about postgraduate health and/or social science students, and being about a postgraduate curriculum or a component of it. Thematic analysis was used to reveal the mechanisms and interacting social structures underlying CC. RESULTS: Thirty-two studies were included and 2 approaches to CC (themes) were identified. The first theme was professionalized pedagogy, which had 2 subthemes: othering and labeling. The second theme was becoming culturally competent, which had 2 subthemes: a safe CC teaching environment and social interactions that cultivate reflexivity. CONCLUSIONS: CC conceptualizations in postgraduate health and social science education tend to view cultural differences as a problem and CC skills as a way to mitigate differences to enhance patient care. However, this generates a focus on the other, rather than a focus on the self. Future research should explore the extent to which insight, cognitive flexibility, and reflexivity, taught in safe teaching environments, are associated with increasing students’ cultural safety, cultural humility, and CC. Lippincott Williams & Wilkins 2022-05-03 2022-11 /pmc/articles/PMC9592147/ /pubmed/35476677 http://dx.doi.org/10.1097/ACM.0000000000004714 Text en Copyright © 2022 The Author(s). Published by Wolters Kluwer Health, Inc. on behalf of the Association of American Medical Colleges. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND) (https://creativecommons.org/licenses/by-nc-nd/4.0/) , where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal. |
spellingShingle | Reviews Lie Ken Jie, Christopher Finn, Yvonne F. Bish, Melanie Carlson, Elisabeth Kumlien, Christine Chan, E. Angela Leung, Doris Y.L. Mechanisms Driving Postgraduate Health and Social Science Students’ Cultural Competence: An Integrated Systematic Review |
title | Mechanisms Driving Postgraduate Health and Social Science Students’ Cultural Competence: An Integrated Systematic Review |
title_full | Mechanisms Driving Postgraduate Health and Social Science Students’ Cultural Competence: An Integrated Systematic Review |
title_fullStr | Mechanisms Driving Postgraduate Health and Social Science Students’ Cultural Competence: An Integrated Systematic Review |
title_full_unstemmed | Mechanisms Driving Postgraduate Health and Social Science Students’ Cultural Competence: An Integrated Systematic Review |
title_short | Mechanisms Driving Postgraduate Health and Social Science Students’ Cultural Competence: An Integrated Systematic Review |
title_sort | mechanisms driving postgraduate health and social science students’ cultural competence: an integrated systematic review |
topic | Reviews |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9592147/ https://www.ncbi.nlm.nih.gov/pubmed/35476677 http://dx.doi.org/10.1097/ACM.0000000000004714 |
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