Cultural Competency Curricula in US Graduate Medical Education: A Scoping Review
Rachel B Atkinson1, Jasmine A Khubchandani1, Maria B J Chun2
1is a Resident, Department of Surgery, and Research Fellow, Center for Surgery and Public Health, Brigham and Women's Hospital, Harvard Medical School.
Journal of Graduate Medical Education
|February 28, 2022
Summary
Cultural competency training is required for graduate medical education (GME). This review found wide variation in curricula design, implementation, and evaluation for residents and fellows.
Area of Science:
- Medical Education
- Healthcare Disparities
- Cross-Cultural Communication
Background:
- Cultural competency training is mandated for all graduate medical education (GME) programs.
- It aims to enhance participants' knowledge and skills for effective cross-cultural communication.
Purpose of the Study:
- To identify and characterize existing cultural competency curricula within GME programs.
- To analyze the structure, implementation, and evaluation methods of these curricula.
Main Methods:
- A comprehensive scoping review of the literature was conducted in April 2020.
- Multidatabase searches (PubMed, Ovid, MedEdPORTAL) used keywords related to GME and cultural competency.
- Data on curriculum design, delivery, and assessment were extracted and analyzed for trends.
Main Results:
- Sixty-seven articles were included, with 91% focusing on residents.
- Psychiatry, internal medicine, and pediatrics were the most represented specialties.
- Curricula varied significantly in length (30 minutes to 4 years) and assessment methods (OSCEs, interviews, focus groups).
- Common themes included unique interventions, learning retention, trainee feedback, and resource needs.
Conclusions:
- There is substantial variability in the design, implementation, and evaluation of cultural competency curricula for residents and fellows.
- This heterogeneity highlights a need for standardization and best practice development in GME.
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