Title
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Defining a framework for medical teachers' competencies to teach ethnic and cultural diversity : results of a European Delphi study
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Author
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Abstract
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Background: 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. Methods: 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. Results: 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 ethnic, cultural and social backgrounds; (9) empathy for students of diverse ethnic, cultural and social background; (10) ability to engage, motivate and let all students participate. Conclusions: This framework of teaching competencies can be used in faculty development programs to adequately train all medical teachers. |
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Language
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English
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Source (journal)
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Medical teacher. - Cambridge, Mass., 1972, currens
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Publication
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Cambridge, Mass.
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2019
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ISSN
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0142-159X
[print]
1466-187X
[online]
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DOI
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10.1080/0142159X.2018.1439160
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Volume/pages
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41
:1
(2019)
, p. 68-74
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ISI
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000461501500009
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Pubmed ID
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29490534
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Full text (Publisher's DOI)
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Full text (open access)
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