How are we ‘doing’ cultural diversity? A look across English Canadian undergraduate medical school programmes

Abstract

Background: Cultural diversity education is a required curriculum component at all accredited North American medical schools. Each medical school determines its own content and pedagogical approaches.

Aim: This preliminary study maps the approaches to cultural diversity education in English Canadian medical schools.

Methods: A review of 14 English Canadian medical school websites was undertaken to identify the theoretical approaches to cultural diversity education. A PubMed search was also completed to identify the recent literature on cultural diversity medical education in Canada. Data were analysed using 10 criteria that distinguish pedagogical approaches, curricular structure, course content and theoretical understandings of cultural diversity.

Results: Based on the information posted on English Canadian medical school websites, all schools offer cultural diversity education although how each ‘does’ cultural diversity differs widely. Two medical schools have adopted the cultural competency model; five have adopted a critical cultural approach to diversity; and the remaining seven have incorporated some aspects of both approaches.

Conclusions: More comprehensive research is needed to map the theoretical approaches to cultural diversity at Canadian medical schools and to evaluate the long-term effectiveness of these approaches on improving physician–patient relationships, reducing health disparities, improving health outcomes and producing positive learning outcomes in physicians.