Defining a framework for medical teachers' competencies to teach ethnic and cultural diversity: Results of a European Delphi study

Medical Teacher
Rowan HordijkJeanine Suurmond

Abstract

Medical students need to be trained in delivering diversity-responsive health care but unknown is what competencies teachers need. The aim of this study was to devise a framework of competencies for diversity teaching. An open-ended questionnaire about essential diversity teaching competencies was sent to a panel. This resulted in a list of 74 teaching competencies, which was sent in a second round to the panel for rating. The final framework of competencies was approved by the panel. Thirty-four experts participated. The final framework consisted of 10 competencies that were seen as essential for all medical teachers: (1) ability to critically reflect on own values and beliefs; (2) ability to communicate about individuals in a nondiscriminatory, nonstereotyping way; (3) empathy for patients regardless of ethnicity, race or nationality; (4) awareness of intersectionality; (5) awareness of own ethnic and cultural background; (6) knowledge of ethnic and social determinants of physical and mental health of migrants; (7) ability to reflect with students on the social or cultural context of the patient relevant to the medical encounter; (8) awareness that teachers are role models in the way they talk about patients from different et...Continue Reading

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Citations

Apr 26, 2019·The Journal of Continuing Education in the Health Professions·Riya Elizabeth GeorgeNisha Dogra
Jan 17, 2019·BMC Medical Education·Janne SorensenAllan Krasnik
Nov 18, 2020·BMC Medical Education·Charle André ViljoenVanessa Celeste Burch
Mar 30, 2021·Education for Primary Care : an Official Publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors·Nina DuttaSonia Kumar

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