Repositorio
Institucional

Marino, Rodrigo

Klenner, Maura

Pineda, Patricia

Espinoza, Gerardo

Zaror, Carlos

Cultural Competence in the nursing, dentistry, and medicine professional curricula: a qualitative review

BMC

BMC MEDICAL EDUCATION

en

Background Cultural competence development in the formative process of healthcare professionals is crucial for the provision of culturally appropriate health care. This educational issue is highly relevant in the growing multicultural composition of southern Chile. The objective of this study was to examine how the healthcare professions curricula at the Universidad de La Frontera, in La Araucania Region, prepares future professionals to respond to patients' cultural needs. Method A sequential transformative mixed methods design composed of two phases was carried out. Phase 1 reviewed all printed material and documentation to explore content that developed cross-cultural skills and competencies in the curricula. In Phase 2 semi-structured interviews were conducted with academics with responsibilities for the development of the curriculum in each career, to detect how academics envisage the incorporation of cultural competence in the curricula. Results Regarding curricular contents, findings indicated that the healthcare professions curricula at The Universidad de La Frontera have similar approaches to the inclusion of CCT in subjects' syllabuses, with inclusion of the different CCT, particularly in the Dental and Medical curricula. However, this coverage showed significant variations in the undergraduate healthcare curricula. The analysis revealed that themes around the Ethics and human values for professional practice, the Psychosocial and cultural determinants of health, the Relationship health-family-community, and to a lesser extent, the Clinician-patient relationship were well covered in the courses. On the other hand, Inequalities in health was the theme with the least contact time in all three courses. Academics called for a better organisation of the inclusion of CCT in the curricula. They also highlighted the challenges of maintaining the dominant paradigm underlying healthcare models, practices, and orientations within the academic staff and health discipline. Conclusion Curricula contents findings indicate that the healthcare professions curricula at Universidad de La Frontera have similar approaches to the inclusion of CCT in subjects' syllabuses. However, its depth of coverage allows for improvements. The systematization of CCT and teaching-learning methodologies in healthcare professions curricula is necessary to develop formative processes that allow future professionals to be aware of and respectful with patients' cultural characteristics and needs.

artículo de revisión

10.1186/s12909-022-03743-7

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Cultural competence

Healthcare

Curriculum

Course syllabus

Teaching-learning methodologies

STUDENTS

CARE

BELIEFS

SKILLS

Educación e Investigación Educativa

Educación

Disciplinas Científicas

Competencia cultural

Cuidado de la salud

Plan de estudios

Plan de estudios del curso

Metodologías de enseñanza-aprendizaje

ESTUDIANTES

CUIDADO

CREENCIAS

HABILIDADES

Política de Salud y Servicios

Servicios y Cuidados en Ciencias de la Salud

Otras Especialidades de la Educación

Cultural Competence in the nursing, dentistry, and medicine professional curricula: a qualitative review

artículo de revisión

version publicada

CC BY 4.0

CC BY 4.0

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acceso abierto

WOS:000855774200001