Integrating Interprofessional Education and Cultural Competency Training to Address Health Disparities

Area of Science:

• Medical Education
• Public Health
• Cultural Competency Training

Background:

• Accreditation standards in U.S. medical schools increasingly require interprofessional education and cultural competency training.
• Few existing programs effectively integrate these two requirements, and many lack focus on health disparities.
• There is a need for innovative programs that combine interprofessional learning and cultural competency to address health disparities in underserved communities.

Purpose of the Study:

• To develop and evaluate an interprofessional education program integrating cultural competency and health disparities education for medicine, nursing, and pharmacy students.
• To address the specific health disparities faced by the Marshallese community in northwest Arkansas.

Main Methods:

• A unique interprofessional education program was implemented at the University of Arkansas for Medical Sciences Northwest.
• The program incorporated educational seminars, clinical experiential learning in a student-led clinic, and community-based service-learning.
• Activities focused on interprofessional collaboration and cultural exposure within the Marshallese community.

Main Results:

• Statistically significant improvements were observed in students' readiness for interpersonal learning (Subscales 1 and 2) and cultural competence.
• No significant change was noted in Subscale 3 of the Readiness for Interpersonal Learning Scale.
• Qualitative data indicated positive changes in students' knowledge, attitudes, and behaviors towards working with diverse populations and other health professions.

Conclusions:

• The program demonstrated success in enhancing students' cultural competence and readiness for interprofessional collaboration.
• Flexibility in program design was crucial to accommodate diverse educational requirements and schedules.
• Engaging bilingual community health workers was essential for effective communication and program success with the limited English-speaking Marshallese community.