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Developing Culturally Competent Community Faculty: A Faculty Development Model

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Abstract:

The Liaison Committee on Medical Education (LCME) recently set standards for cultural diversity training as part of the medical school curriculum, yet American medical schools are ill-prepared to meet this requirement. Pursuant to the need for more explicit training of medical students and residents for preparation to serve a more diverse society, it is essential that faculty demonstrate expertise as teachers and role models. Learners require teaching methods that help facilitate a heightened level of self-awareness and sensitivity. We believe this is achievable and demonstrate that cultural competency training can become institutionalized as a critical element of faculty development training. This paper describes the evolution of a cultural competency curriculum used in a Northeastern regional faculty development program. We detail changes in the curriculum in response to participant feedback, and review evaluation and self-reported behavior change data from the first two years of the program.

Most Common Document Word Stems:

cultur (97), teach (56), curriculum (49), particip (48), communiti (38), workshop (32), learner (30), group (30), medic (30), chang (29), practic (28), care (27), faculti (27), patient (26), preceptor (24), three (23), develop (22), use (22), two (21), role (20), school (20),

Author's Keywords:

culture and advocacy, medical education, faculty development
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Association:
Name: American Sociological Association
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http://www.asanet.org


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MLA Citation:

Ferguson, Warren., Keller, David. and Haley, Heather-Lyn. "Developing Culturally Competent Community Faculty: A Faculty Development Model" Paper presented at the annual meeting of the American Sociological Association, Atlanta Hilton Hotel, Atlanta, GA, Aug 16, 2003 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p107361_index.html>

APA Citation:

Ferguson, W. , Keller, D. and Haley, H. A. , 2003-08-16 "Developing Culturally Competent Community Faculty: A Faculty Development Model" Paper presented at the annual meeting of the American Sociological Association, Atlanta Hilton Hotel, Atlanta, GA Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p107361_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The Liaison Committee on Medical Education (LCME) recently set standards for cultural diversity training as part of the medical school curriculum, yet American medical schools are ill-prepared to meet this requirement. Pursuant to the need for more explicit training of medical students and residents for preparation to serve a more diverse society, it is essential that faculty demonstrate expertise as teachers and role models. Learners require teaching methods that help facilitate a heightened level of self-awareness and sensitivity. We believe this is achievable and demonstrate that cultural competency training can become institutionalized as a critical element of faculty development training. This paper describes the evolution of a cultural competency curriculum used in a Northeastern regional faculty development program. We detail changes in the curriculum in response to participant feedback, and review evaluation and self-reported behavior change data from the first two years of the program.

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Document Type: .PDF
Page count: 20
Word count: 5051
Text sample:
Title: Developing Culturally Competent Community Faculty: A Faculty Development Model Introduction Over the course of the last decade disparities in health outcomes for ethnic minority and racial groups in the United States have persisted despite improvements in the health of the nation as a whole(Geiger 1996; Mayberry Mili Vaid Ofili McNeal Griffith and LaBrie 1999) . Many medical educators have called for medical schools and residency programs to institutetraining in cultural competency(Flores 2000; Like Steiner and Rubel 1996; Louden
Medicine; Commissioned by The Henry J. Kaiser Family Foundation Menlo Park CA. Quirk Mark. 2002. "Teaching Strategies Parts 1-3." Healthcare Collaborator 2:1-3. Quirk Mark E. 1994. How to Learn and Teach in Medical School: A Learner-Centered Approach. Springfield IL: Thomas Charles C. Quirk Mark E. Thomas G. DeWitt Daniel Lasser Michael Huppert and Elliot Hunniwell. 1998. "Evaluation of Primary Care Futures: A Faculty Development Program for Community Health Center Preceptors." Academic Medicine 73:705-707. Townsend J.M. and C. Fulchon. 1994.


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