Integrating Cultural Humility into Medical Education Using a Structured and Interactive Workshop

Abstract

Background

Cultural humility is a lifelong commitment to self-evaluation, redressing power imbalances in patient–physician relationships and developing mutually trusting beneficial partnerships.

Objective

The objective of this study was to determine the feasibility and efficacy of cultural humility training.

Methods

From July 2020-March 2021, 90-minute educational workshops attended by 133 medical students, resident physicians and medical education faculty included 1) pre- and post- intervention surveys; 2) interactive presentation on equity and cultural humility principles; 3) participants explored sociocultural identities and power; and 4) reflective group discussions.

Results

There were significant increases from pre to post intervention assessments for perception scores (3.89 [SEM= 0.04] versus 4.22 [0.08], p<0.001) and knowledge scores (0.52 [0.02] versus 0.67 [0.02], p<0.001). Commonest identities participants recognized as changing over time were personality = 40%, appearance = 36%, and age =35%. Commonest identities experienced as oppressed/subjugated were race/ethnicity = 54%, gender = 40% and religion = 28%; whilst commonest identities experienced as privileged were gender= 49%, race/ethnicity = 42% and appearance= 25%. Male participants assigned mean power score of 73% to gender identity compared to mean power score of −8% by female participants (P<0.001). Non-Hispanic Whites had mean power score for race identity of 62% compared to 13% for non-white participants (p<0.001). English as a second language was only acknowledged as an oppressed/subjugated identity by those born outside the United States (p<0.001).

Conclusion

An interactive educational workshop can increase participants’ knowledge and perceptions regarding cultural humility. Participants can self-reflect to recognize sociocultural identities that are oppressed/subjugated or privileged.

Keywords:

• cultural humility
• patient experience
• sociocultural identities
• intersectionality

Acknowledgments

The abstract of this paper was presented at the 2022 Innovations in Medical Education (IME) conference as a poster presentation with interim findings. To our knowledge, the poster has not been published in any scientific journal.

Disclosure

The authors report no conflicts of interest in this work.