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Needs Assessment of Residents Regarding Cultural Competency PowerPoint Presentation
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Needs Assessment of Residents Regarding Cultural Competency

Needs Assessment of Residents Regarding Cultural Competency

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Needs Assessment of Residents Regarding Cultural Competency

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  1. Needs Assessment of Residents Regarding Cultural Competency Elisabeth L. Righter, MD, FAAFP

  2. Introduction: • One way to eliminate racial and ethnic disparities in health care is to emphasize cultural proficiency training of physicians. (Smedley) • Much room for expansion and improvement in graduate medical education training (Weissman)

  3. Introduction: • Qualitative research described barriers to achieving cultural competence and skills needed to overcome them. (Shapiro) • Common barriers for residents included time constraints, language/interpreter limitations and patient shortcomings.

  4. Introduction: • Patient’s suggestions for improving doctor-patient cross-cultural communication included not to make assumptions about patients based on skin color or name. • Patients wanted residents to incorporate their folk/homeopathic remedies.

  5. Purpose: • The purpose of this study was to assess the educational needs of Family Medicine residents in our residency regarding cultural competency.

  6. Methods: • A 21-item anonymous questionnaire was developed and distributed to our Family Medicine residents.

  7. Methods: • One item focused on usefulness of making assumptions about patients based on information about skin color. • One item focused on usefulness of making assumptions about patients based on information about patient name.

  8. Methods: • One item asked about incorporation of folk/homeopathic remedies into patient care. • Another item assessed the level of interest in learning how to incorporate folk/homeopathic remedies.

  9. Methods: • Residents responded to statements about their opinions/needs using a 6 point agreement scale [VSA (1)-VSD (6)] and to statements of their levels of interest in learning using a 5 point interest scale [VHI (1)-VLI (5)].

  10. Results: • There was an 82% (14/17) response rate. • Population demographics included: • 11 females and 6 males • 13 Caucasian, 1 African-American and 3 other • 13 American medical school graduates and 4 International medical school graduates

  11. Results: • Residents disagreed that it is useful to make assumptions about patients based on skin color (X=4.50) or based on name (X=4.07). VSA (1)-VSD (6) scale

  12. Results: • Residents disagreed that they incorporate folk/homeopathic remedies of patients into the care of their patients (X=4.07). VSA (1)-VSD (6) scale • Residents had moderate to high interest in learning how to incorporate folk/homeopathic remedies into the care of their patients (X=2.50). VHI (1)-VLI (5) scale

  13. Discussion: • Based on the results of this study, it will be a lower priority to teach residents not to make assumptions about patients based upon skin color or name. • The curriculum should be revised to include teaching residents how to incorporate folk and homeopathic remedies into the care of their patients.

  14. Discussion: • The study has limited generalizability since it was performed on a small group of residents in one program. • Using the information from this needs assessment to guide our curricular revision should result in a more effective educational intervention.