Information for Faculty and Trainers
Faculty and trainers must have the capacity to:
Address stereotyping, bias, discrimination, prejudice, and other ISMs.
Work toward health and mental health equity and social justice.
Help others to do the same.
Faculty and trainers are entrusted with the responsibility to prepare health and mental health care providers who have values, knowledge and skill sets to work effectively cross-culturally. In addition, they and their academic institutions have an essential role in supporting professional development and inservice training for both faculty and staff.
The following are selected considerations for faculty and trainers committed to cultural and linguistic competence:
- Understand and articulate the rationale for cultural and linguistic competence in health and mental health care
- Elicit buy-in from faculty, staff, students and communities
- Incorporate cultural and linguistic competence throughout the curricula and learning experiences of training programs
- Participate in planned change efforts to adapt curricula and training programs in response to the evolving needs and preferences of communities
- Contribute to the body of knowledge about cultural and linguistic competence
- Advance the evidence base for cultural and linguistic competence within the broad parameters of health and mental health
NCCC Resources
- Rationale for Cultural and Linguistic Competence in Maternal and Child Health Bureau–Funded Training Programs
- The Evidence Base for Cultural and Linguistic Competency in Health Care
Written by NCCC faculty, published by The Commonwealth Fund
- Strategies
for incorporation of cultural and linguistic competence
into training programs (excerpt from Curricula Enhancement
Module Series)
- Consultant
Pool
- Curricula
Enhancement Modules
- A
Guide to Choosing and Adapting Culturally and Linguistically
Competent Health Promotion Materials
- Infusing
Cultural and Linguistic Competence into Health Promotion
Training DVD
- A
Planner's Guide...Infusing Principles, Content and Themes
Related to Cultural and Linguistic Competence into Meetings
and Conferences
For all NCCC resources, see Resources & Tools
Selected Other Resources
- Dr.
Robert Like has published several articles on cultural competence
in medical school curricula, including
- The Society for Teachers of Family Medicine (STFM) Core Curriculum Guidelines, which provides recommendations on core curriculum guidelines on culturally sensitive and competent health care. Published in the Journal of Family Medicine, 1996.
- Caring for Diverse Populations: Do Academic Family Medicine Practices Have CLAS? (2006) By Jo Ann Kairys, MPH; Robert C. Like, MD, MS Family Medicine, March
- Culturally
Competent Family Medicine: Transforming Clinical Practice
and Ourselves (Editorial) (2005) by Robert C. Like,
M.D., M.S. American Family Physician, December.
- Diversity
RX provides guidelines and other issues of integrating cultural competence into
curricula.
- Diversity
Web: Infusing
Cultural Competency into Health Professions Education: Best
and Promising Practices
- Towards
Culturally Competent Care: a Toolbox for Teaching Communication
Strategies
- Cultural
Competency for California Public Health Staff: Train-the-Trainer
State Partnership Project, available from The
Center for Health Professions.
- Center
for Healthy Families and Cultural Diversity has resources in cultural competence
- Selected online training –
