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Updated: Jun 20, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

A framework for enhancing and assessing cultural competency training.

Désirée Lie¹

¹Department of Family Medicine, School of Medicine, University of California, Irvine, CA, USA. dalie@uci.edu

The Kaohsiung Journal of Medical Sciences

|September 1, 2009

Summary

This summary is machine-generated.

This study explores designing and implementing cultural competency training curricula across international borders. It identifies shared principles for assessing learners and curricula, emphasizing that every patient-doctor encounter is cross-cultural.

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Last Updated: Jun 20, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Area of Science:

Medical Education
Global Health
Cultural Competency Training

Background:

Globalization drives shared medical curricula internationally.
Cross-cultural teaching focuses on professionalism, bioethics, and cultural competence.
Collaboration and mutual respect are key in international health education.

Purpose of the Study:

To explore methods for designing and implementing cultural competency curricula.
To identify shared elements and principles for cross-cultural educational assessment.
To guide educators in integrating cultural competency into existing medical courses.

Main Methods:

Utilized the Tool for Assessing Cultural Competency Training.
Analyzed shared elements across institutional and national borders.
Provided examples of integrating cultural competency into medical clerkships.

Main Results:

Identified common principles for curriculum design and learner assessment.
Demonstrated learner-centered approaches for integrating cultural competency.
Highlighted the universality of cross-cultural encounters in patient care.

Conclusions:

Effective cultural competency curricula can be developed and shared internationally.
Standardized assessment principles are crucial for cross-cultural health education.
Recognizing every patient encounter as cross-cultural is fundamental for inclusive healthcare.