This subsection features a brief description of ongoing Cultural Competency-related Initiatives conducted by NJMS. Cultural Competency" initiatives" refers to culturally competent training over the entire spectrum of learners. Each listing provides a description of the program and its goals.
Training of Faculty/Preceptors consists of a 3 hour workshop. The training aims to develop the facilitation skills and content needed to lead small group discussions on cultural and linguistic competency topics.
An in-depth overview of concepts important for defining cultural competency is explored through a series of carefully crafted exercises. In addition, selected trigger vignettes are utilized to present and facilitate discussion on specific concepts. Where appropriate, Hispanic health issues are explored. Sessions address the impact of beliefs and culture on health-seeking and illness behavioral processes, and the doctor-patient interaction. For example, through the introduction of the INTERPRET mnemonic faculty learn how to effectively communicate with LEP patients through an interpreter. In addition, selected articles and other resources relating to multicultural and minority health care are distributed to participants during the workshops, and are maintained in the cultural competency website.
By the end of the workshop, faculty members will have acquired the facilitation skills that foster student participation and exploration of cross cultural issues. It is anticipated that over time these faculty members will serve as future cultural competency trainers for their colleagues. In the immediate future they will impact the medical students and residents they train by fostering discussion on rounds and seminars relative to cross-cultural care.
Similar to their faculty mentors, the training aims to increase their understanding of their own culture, perceptions about others, and enhance their cross-cultural skills. Through a series of carefully crafted activities residents have an opportunity to explore how these perceptions impact their delivery of care to diverse populations. Case-based videos, role-playing, and hands on exercises permit the acquisition of knowledge, self-reflection, and skills building. Training is conducted during noon conference and in a manner that residents can also safely share their beliefs, biases, and stereotypes.
At the completion of training, residents will have acquired the cross-cultural skills that foster effective patient-centered care and the ability to foster discussions on rounds and seminars relative to cross-cultural care. It is anticipated that over time these residents will serve as future trainers to their colleagues and reinforce the education provided to our medical students.
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