This new textbook provides a culturally sensitive framework to address the major elements in the LCME Standard 7.6 and to address related requirements for including multicultural issues in the curriculums of medical schools around the world.
Training in multicultural issues is an area of increasing focus in medical education internationally. In the United States specifically, the inclusion of the topic in training programs is among the key criteria established by the Liaison Committee on Medical Education (LCME) for approval of schools of medicine, where Standard 7.6 deals with "Structural Competence, Cultural Competence, and Health Inequities." This new textbook provides a culturally sensitive framework to address the major elements in the LCME Standard 7.6 and to address related requirements for including multicultural issues in the curriculums of medical schools around the world.
Key Features
- The first book in the field to provide a framework to help approved medical schools and those in the submission process for approval in the United States to respond appropriately to Standard 7.6 in the LCME
- This framework also supports the design of culturally sensitive curriculums in medical schools outside the United States
- Provides specific guidelines to equip future physicians with the skills to take the culturally sensitive approaches they must use when assessing, diagnosing, and treating culturally diverse patients in order to ensure optimal outcomes for patients
- Helps medical educators and schools to specify where and how in the curriculum students are best trained to become culturally competent and the need also to display attributions of cultural humility during clinical encounters with clients/patients
With a practical approach, the book provides invaluable hands-on guidance to students seeking to develop their skills, knowledge, and competence in this area. Additionally, by specifying where and how in the curriculum students can be trained to be culturally competent, the book serves as an essential reference for educators and medical schools seeking support in the development and implementation of a culturally appropriate curriculum.
Chapter Overview
Chapter 1: Establishing, Enhancing, and Maintaining Cultural Competence and
Cultural Humility in Medical Education
Chapter 2: Minimum Categories of Racial and Ethnic Groups in the Practice of
Medicine in the United States
Chapter 3: Culture, Race, Ethnicity, and Racism in Clinical Contexts
Chapter 4: The Term Minority Should Not Be Used in Clinical Contexts
Chapter 5: The Role of Acculturation, the Nuclear Family, and the Extended
Family in the Practice of Medicine
Chapter 6: Explanation of Physical and Mental Illnesses in a Cultural
Context
Chapter 7: The Role of the Culturagram in Medical Education: Emphasis on
Documented and Undocumented Migrant Families
Chapter 8: The Impact of Health Disparities on Racial and Ethnic Groups
Chapter 9: Special Topics in Multicultural-Medical Practice Relationships
Chapter 10: Cultural Competence, Cultural Humility, Team-Based Learning, and
Problem-Based Learning: Emphasis on a Synergetic Approach in Medical
Education
Index
Freddy A. Paniagua PhD is Honorary Professor, Department of Psychology, Universidad Autónoma de Santo Domingo, República Dominicana; a retired tenured Professor, Department of Psychiatry and Behavioral Sciences; and currently Adjunct Professor, University of Texas Medical Branch (UTMB) at Galveston, USA.
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