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Title:
Cultural Competencies Online for Medical Practice (CCOMP): A Clinician's Guide to Reduce Cardiovascular Disparities
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MedEdPORTAL ID#:
1765
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Version:
1
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Resource Type:
Exercise
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Description:
Online cultural competence training modules. Learn effective cross-cultural approaches to care for African-American patients with cardiovascular disease, especially hypertension. Use videos with real patient scenarios and case-based modules to increase your awareness. This project is funded completely by a grant from the National Institutes of Health (NIH) through the National Heart Lung and Blood Institute (NHLBI).
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Author Institution:
University of Alabama School of Medicine
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Primary Author:
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Carlos Estrada, MD, MS
University of Alabama School of Medicine
510 20th Street South
University of Alabama at Birmingham
Birmingham,
AL
35294
USA
205-934-3007
cestrada@uab.edu
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Resource File(s):
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Hosted on External Website
Click on the above link to access resource website
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Additional Resource File Information:
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1.zip file containing two of the following resource files:
1.) WebURL.txt
2.) Copyright_Licensce1.jpg
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AAMC Hot Topics:
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Medicine: Communication Skills
Medicine: Community Health
Medicine: Cultural Diversity
Medicine: Evidence Based Medicine
Medicine: Medical Ethics
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Content Last Updated:
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| 06/03/2008 |
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Specialty/Discipline:
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Medicine: Continuing Medical Education
Medicine: Family Medicine
Medicine: Human Behavior
Medicine: Internal Medicine
Medicine: Intro to Clinical Medicine/Clinical
Medicine: Undergraduate Medical Education
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Educational Objectives:
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1.) To be able to learn effective cross-cultural approaches to care for African-American patients with cardiovascular disease, hypertension.
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Resource Keyword/Symptom:
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Interviewing Skills
Cultural Competence
Hypertension
Patient-History Taking (MeSH)
Cultural Competency (MeSH)
Hypertension (MeSH)
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Accreditation Council for Graduate Medical Education (ACGME) Competencies Addressed:
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Patient Care
Medical Knowledge
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Intended Learner Audience:
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1st Year Medical/Dental Students
2nd Year Medical/Dental Students
3rd Year Medical/Dental Students
4th Year Medical/Dental Students
Medical/Dental Residents
Continuing Medical/Dental Education (CME) for Faculty Self Learning
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Intended Faculty Audience:
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Clinical Science Faculty
Clerkship Director / Clinical Science Course Director
Residency Program Directory
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Effectiveness and Significance of Publication:
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Background and Objective: Designing a cultural competence curriculum is inherently complex. Many elements are needed and multiple frameworks exist. We used a novel approach to identify and prioritize elements to include in a cultural competence curriculum to address disparities in cardiovascular disease.
Methods: First, we used the Nominal Group Technique (NGT) to generate and prioritize a list of ideas to include in the curriculum. NGT is a structured small group process that fosters creativity and equal participation of participants. We conducted 4 NGT sessions and elicited responses to: "What sorts of things could be included in a curriculum that focuses on cultural competence training for physicians?" Participants of the NGT sessions were 9 medical students, 7 medicine residents, 7 practicing physicians, and 7 disparities researchers. To organize the ideas generated, we then asked 45 educators and researchers to group and rank the ideas based on their own perceptions of importance. Lastly, to produce homogeneous groupings of elements based on the ideas grouped and ranked, we used multidimensional scaling (MDS) and hierarchical cluster analysis.
Results: The NGT sessions generated 61 ideas, 29 of which were selected by at least 2 participants. We observed five clusters of related issues within the multidimensional space: 1.) Patients' cultural background (provide information on cultures,* habits, customs, values), 2.) Impact on healthcare and health behavior (include factors influencing health services, folk remedies, diet), 3.) Differences in therapies and health disparities (provide pharmacological therapies, reasons for cardiovascular disparities), 4.) Awareness of approaches to multicultural care (increase awareness of own biases,* "stereotype avoidance"), and 5.) Resources to manage cultural diversity (provide resources for patients and their families to comprehend instructions,* provide questions to permit taking a cultural history,* language translation guide and available services, community resources). The asterisk (*) indicate the top rated ideas by the NGT groups. The MDS showed good fit of the dimensions (Stress=0.074; R2=0.97).
Conclusions: Our cognitive mapping approach allowed us to use input obtained from various stakeholders and generate critical domains to guide the development of the new curriculum.
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Special Implementation Requirements or Guidelines:
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Web browser, Internet Explorer 7.0 or higher, Adobe FlasPlayer 9.0 or higher.
For instructors:
1.) Review www.c-comp.org, complete the modules (10-15 min each), and request CME (it will provide the broadest perspective of the site content).
2.) Request students to do the same on 1-2 modules.
3.) Meet with students (large or small group) to debrief or expand on some areas. A separate stand-alone minilecture developed by the faculty would be of guidance (not included in www.c-comp.org).
4.) If measurement of impact is sought, suggest to deliver a questionnaire before and after students login (not included in the site, of many available, we suggest BELIEF TM - contact information in the www).
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Lessons Learned:
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1.) Tools are not available to reliable and succinctly measure cultural competence.
2.) The most important domains to be included in a cultural competence curriculum are not well established - the formative work that we have performed guided the content and structure of the site.
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Publications, Presentations, and/or Citations For This Publication:
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| Estrada CA, Houston TK, Allison JJ, RM Shewchuk RM, Bigby J, Staton LJ. What should we include in a cultural competence curriculum?- A formative evaluation. 30th Society of General Internal Medicine National Meeting, Toronto, Canada, April 25-28, 2007 [Poster]. JGIM 2007 22; (Supp 1): 164. |
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Sponsorship (Funding Source):
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NHLBI, Grant Number: 5K07HL081373-04
Project Title: Improving Cultural Competency:An Online CaseBased Curr.
Project Start: 05-SEP-2005
Project End: 31-JUL-2010
ICD: NATIONAL HEART, LUNG, AND BLOOD INSTITUTE
IRG: ZHL1 |
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Citation Formats:
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NLM:
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Estrada C ,
Cultural Competencies Online for Medical Practice (CCOMP): A Clinician's Guide to Reduce Cardiovascular Disparities. MedEdPORTAL;
2009.
Available from: http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=1765
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APA:
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Estrada, C.,
(2009).
Cultural Competencies Online for Medical Practice (CCOMP): A Clinician's Guide to Reduce Cardiovascular Disparities. MedEdPORTAL:
http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=1765
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