References
- Institute of Medicine (US) Committee on Understanding and Eliminating Racial and Ethnic Disparities in Health Care. In: Smedley BD, Stith AY, Nelson AR, eds. Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care. Washington, DC: National Academies Press (US). http://www.ncbi.nlm.nih.gov/books/NBK220358/. Published 2003. Accessed February 19, 2020.
- Frieden T. CDC health disparities and inequalities report-United States, 2013. Foreword. MMWR Suppl. 2013;62(3):1–2.
- Blair IV, Steiner JF, Havranek EP. Unconscious (implicit) bias and health disparities: where do we go from here? Perm J. 2011;15(2):71–78.
- Colleges A of AM, Education LC on M. Functions and Structure of a Medical School: Standards for Accreditation of Medical Education Programs Leading to the MD Degree. Washington, DC: Liaison Committee on Medical Education; 2003.
- Napier AD, Ancarno C, Butler B, et al. Culture and health. Lancet. 2014;384(9954):1607–1639. doi:https://doi.org/10.1016/S0140-6736(14)61603-2.
- Truong M, Paradies Y, Priest N. Interventions to improve cultural competency in healthcare: a systematic review of reviews. BMC Health Serv Res. 2014;14:99. doi:https://doi.org/10.1186/1472-6963-14-99.
- White AA, Logghe HJ, Goodenough DA, et al. Self-awareness and cultural identity as an effort to reduce bias in medicine. J Racial Ethn Health Disparities. 2018;5(1):34–49. doi:https://doi.org/10.1007/s40615-017-0340-6.
- Casey BR, Chisholm-Burns M, Passiment M, Wagner R, Riordan L, Weiss KB. Role of the clinical learning environment in preparing new clinicians to engage in quality improvement efforts to eliminate health care disparities. Am J Health Syst Pharm. 2020;77(1):39–46. doi:https://doi.org/10.1093/ajhp/zxz251.
- Deliz JR, Fears FF, Jones KE, Tobat J, Char D, Ross WR. Cultural competency interventions during medical school: a scoping review and narrative synthesis. J Gen Intern Med. 2020;35(2):568–577. doi:https://doi.org/10.1007/s11606-019-05417-5.
- Brottman MR, Char DM, Hattori RA, Heeb R, Taff SD. Toward cultural competency in health care: a scoping review of the diversity and inclusion education literature. Acad Med. 2020;95(5):803–813. doi:https://doi.org/10.1097/ACM.0000000000002995.
- Tervalon M, Murray-García J. Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education. J Health Care Poor Underserved. 1998;9(2):117–125. doi:https://doi.org/10.1353/hpu.2010.0233.
- MacKenzie L, Hatala A. Addressing culture within healthcare settings: the limits of cultural competence and the power of humility. Can Med Educ J. 2019;10(1):e124–e127. doi:https://doi.org/10.36834/cmej.52966.
- Sprik P, Gentile D. Cultural humility: a way to reduce LGBTQ health disparities at the end of life. Am J Hosp Palliat Care. 2020;37(6):404–408. doi:https://doi.org/10.1177/1049909119880548.
- Greene-Moton E, Minkler M. Cultural competence or cultural humility? Moving beyond the debate. Health Promot Pract. 2020;21(1):142–145. doi:https://doi.org/10.1177/1524839919884912.
- Papps E, Ramsden I. Cultural safety in nursing: the New Zealand experience. Int J Qual Health Care. 1996;8(5):491–497. doi:https://doi.org/10.1093/intqhc/8.5.491.
- Earley PC, Mosakowski E. Cultural intelligence. Harvard Business Review. https://hbr.org/2004/10/cultural-intelligence. Published October 2004. Accessed July 3, 2020.
- Aronson L. Twelve tips for teaching reflection at all levels of medical education. Med Teach. 2011;33(3):200–205. doi:https://doi.org/10.3109/0142159X.2010.507714.
- Foronda C, Baptiste D-L, Reinholdt MM, Ousman K. Cultural humility: a concept analysis. J Transcult Nurs. 2016;27(3):210–217. doi:https://doi.org/10.1177/1043659615592677.
- Winkel AF, Yingling S, Jones A-A, Nicholson J. Reflection as a learning tool in graduate medical education: a systematic review. J Grad Med Educ. 2017;9(4):430–439. doi:https://doi.org/10.4300/JGME-D-16-00500.1.
- Cooper-Patrick L, Gallo JJ, Gonzales JJ, et al. Race, gender, and partnership in the patient-physician relationship. JAMA. 1999;282(6):583–589. doi:https://doi.org/10.1001/jama.282.6.583.
- Doobay-Persaud A, Adler MD, Bartell TR, et al. Teaching the social determinants of health in undergraduate medical education: a scoping review. J Gen Intern Med. 2019;34(5):720–730. doi:https://doi.org/10.1007/s11606-019-04876-0.
- Baruch JM. Doctors as makers. Acad Med. 2017;92(1):40–44. doi:https://doi.org/10.1097/ACM.0000000000001312.
- McLaughlin JE, Wolcott MD, Hubbard D, Umstead K, Rider TR. A qualitative review of the design thinking framework in health professions education. BMC Med Educ. 2019;19(1):98. doi:https://doi.org/10.1186/s12909-019-1528-8.
- Worden MK, Ait-Daoud Tiouririne N. Cultural competence and curricular design: learning the hard way. Perspect Med Educ. 2018;7(Suppl 1):8–11. doi:https://doi.org/10.1007/s40037-018-0428-7.
- Sukhera J, Watling C. A framework for integrating implicit bias recognition into health professions education. Acad Med. 2018;93(1):35–40. doi:https://doi.org/10.1097/ACM.0000000000001819.
- Frasca K, Castillo-Mancilla J, McNulty MC, et al. A mixed methods evaluation of an inclusive sexual history taking and HIV prevention curriculum for trainees. J Gen Intern Med. 2019;34(7):1279–1288. doi:https://doi.org/10.1007/s11606-019-04958-z.
- Juarez JA, Marvel K, Brezinski KL, Glazner C, Towbin MM, Lawton S. Bridging the gap: a curriculum to teach residents cultural humility. Fam Med. 2006;38(2):97–102.
- Rosendale N, Josephson SA. Residency training: the need for an integrated diversity curriculum for neurology residency. Neurology. 2017;89(24):e284–e287. doi:https://doi.org/10.1212/WNL.0000000000004751.
- Saffran L. What Pauline doesn’t know: using guided fiction writing to educate health professionals about cultural competence. J Med Humanit. 2018;39(3):275–283. doi:https://doi.org/10.1007/s10912-016-9430-4.
- Graham J, Benson LM, Swanson J, Potyk D, Daratha K, RobertsK. Medical humanities coursework is associated with greater measured empathy in medical students. Am J Med. 2016;129(12):1334–1337. doi:https://doi.org/10.1016/j.amjmed.2016.08.005.
- Halperin EC. Preserving the humanities in medical education. Med Teach. 2010;32(1):76–79. doi:https://doi.org/10.3109/01421590903390585.
- Viruell-Fuentes EA, Miranda PY, Abdulrahim S. More than culture: structural racism, intersectionality theory, and immigrant health. Soc Sci Med. 2012;75(12):2099–2106. doi:https://doi.org/10.1016/j.socscimed.2011.12.037.
- Ortega RM, Faller K. Training child welfare workers from an intersectional cultural humility perspective: a paradigm shift. Child Welfare. 2011;90(5):25.
- Yardley S, Teunissen PW, Dornan T. Experiential learning: transforming theory into practice. Med Teach. 2012;34(2):161–164. doi:https://doi.org/10.3109/0142159X.2012.643264.
- Meurer LN, Young SA, Meurer JR, Johnson SL, Gilbert IA, DiehrS, Urban and Community Health Pathway Planning Council. The urban and community health pathway: preparing socially responsive physicians through community-engaged learning. Am J Prev Med. 2011;41(4 Suppl 3):S228–S236. doi:https://doi.org/10.1016/j.amepre.2011.06.005.
- Kangovi S, Carter T, Smith RA, DeLisser HM. A community health worker-led rotation to train medical students in the social determinants of health. J Health Care Poor Underserved. 2018;29(2):581–590. doi:https://doi.org/10.1353/hpu.2018.0042.
- Holmes D. Why can’t we just simply treat people’s problems, not their race (or physical disability, or sexual orientation)!?’: a psychodynamic approach to the therapeutic relevance of multiple minority identities. In: Reginald N, Rochelle B, eds. Multiple Minority Identities: Clinical, Research, and Educational Implications. New York: Springer; 2012:187–207.
- Boutin-Foster C, Foster JC, Konopasek L. Viewpoint: physician, know thyself: the professional culture of medicine as a framework for teaching cultural competence. Acad Med. 2008;83(1):106–111. doi:https://doi.org/10.1097/ACM.0b013e31815c6753.
- Vela M, Fritz C, Jacobs EA. Establishing medical students’ cultural and linguistic competence for the care of Spanish-speaking limited English proficient patients. J Racial Ethn Health Disparities. 2016;3(3):484–488. doi:https://doi.org/10.1007/s40615-015-0165-0.
- Molina RL, Kasper J. The power of language-concordant care: a call to action for medical schools. BMC Med Educ. 2019;19(1):378. doi:https://doi.org/10.1186/s12909-019-1807-4.
- Jacobs F, Stegmann K, Siebeck M. Promoting medical competencies through international exchange programs: benefits on communication and effective doctor-patient relationships. BMC Med Educ. 2014;14(1):43–48. doi:https://doi.org/10.1186/1472-6920-14-43.
- Liauw SSL, Kuper A, Noël G, Richardson L. Global health education at home: canadian medical students’ perspectives after learning alongside Haitian peers. Acad Med. 2018;93(12):1865–1871. doi:https://doi.org/10.1097/ACM.0000000000002400.
- Melby MK, Loh LC, Evert J, Prater C, Lin H, Khan OA. Beyond medical “missions” to impact-driven short-term experiences in global health (STEGHs): ethical principles to optimize community benefit and learner experience. Acad Med. 2016;91(5):633–638. doi:https://doi.org/10.1097/ACM.0000000000001009.
- Doobay-Persaud A, Evert J, DeCamp M, et al. Practising beyond one’s scope while working abroad. Lancet Glob Health. 2019;7(8):e1009–e1010. doi:https://doi.org/10.1016/S2214-109X(19)30291-8.
- HardenRM, StevensonM, DownieWW, WilsonGM. Assessment of clinical competence using objective structured examination. Br Med J. 1975;1(5955):447–451. doi:https://doi.org/10.1136/bmj.1.5955.447.
- Barrows HS. An overview of the uses of standardized patients for teaching and evaluating clinical skills. AAMC Acad Med. 1993;68(6):443–451. https://journals.lww.com/academicmedicine/Fulltext/1993/06000/An_overview_of_the_uses_of_standardized_patients.2.aspx
- Sloan DA, Donnelly MB, Schwartz RW, Felts JL, Blue AV, StrodelWE. The use of the objective structured clinical examination (OSCE) for evaluation and instruction in graduate medical education. J Surg Res. 1996;63(1):225–230. doi:https://doi.org/10.1006/jsre.1996.0252.
- Epstein RM. Assessment in medical education. N Engl J Med. 2007;356(4):387–396. doi:https://doi.org/10.1056/NEJMra054784.
- Patrício MF, Julião M, Fareleira F, CarneiroAV. Is the OSCE a feasible tool to assess competencies in undergraduate medical education?Med Teach. 2013;35(6):503–514. doi:https://doi.org/10.3109/0142159X.2013.774330.
- Ndiwane AN, Baker NC, Makosky A, Reidy P, Guarino AJ. Use of simulation to integrate cultural humility into advanced health assessment for nurse practitioner students. J Nurs Educ. 2017;56(9):567–571. doi:https://doi.org/10.3928/01484834-20170817-11.
- Goldhamer MEJ, Cohen A, Brooks M, Macklin EA, Co JPT, WeinsteinD. Use of an objective structured clinical exam (OSCE) for early identification of communication skills deficits in interns. Med Teach. 2018;40(1):40–44. doi:https://doi.org/10.1080/0142159X.2017.1387646.
- Pinto Taylor E, Mulenos A, Chatterjee A, Talwalkar JS. Partnering with interpreter services: standardized patient cases to improve communication with limited english proficiency patients. MedEdPORTAL. 2019;15(1):10826. doi:https://doi.org/10.15766/mep_2374-8265.10826.
- Talwalkar JS, Murtha TD, Prozora S, Fortin AH, MorrisonLJ, EllmanMS. Assessing advanced communication skills via objective structured clinical examination: a comparison of faculty versus self, peer, and standardized patient assessors. Teach Learn Med. 2020;32(3):294–214. doi:https://doi.org/10.1080/10401334.2019.1704763.
- Balzora S, Abiri B, Wang X-J, et al. Assessing cultural competency skills in gastroenterology fellowship training. World J Gastroenterol. 2015;21(6):1887–1892. doi:https://doi.org/10.3748/wjg.v21.i6.1887.
- Hagiwara Y, RossJ, Lee S, Sanchez-Reilly S. Tough conversations: development of a curriculum for medical students to lead family meetings. Am J Hosp Palliat Care. 2017;34(10):907–911. doi:https://doi.org/10.1177/1049909116669783.