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Alvarez E, Lygo-Baker S, Schultz K, Gilles W, Chun R. Veterinary and Pharmacy Students' Expectations Before and Experiences After Participating in an Interdisciplinary Access to Care Veterinary Clinic, WisCARES. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:610-617. [PMID: 34351831 DOI: 10.3138/jvme-2021-0006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This pilot survey study describes student expectations and experiences at WisCARES, a low-cost veterinary medical teaching clinic where students from multiple disciplines collaborate. We hypothesized that prior to the workday, students would describe different expectations of working in an interdisciplinary access to care clinic than what they ultimately experienced. We surveyed 62 students from the School of Veterinary Medicine (46) and pharmacy (16) who spent a clinic day at WisCARES. Before introductory rounds, students completed a short survey consisting of four open-ended questions about their learning expectations; at the end of the day, they reviewed their initial responses and added what they actually learned. Qualitative information was categorized and analyzed using descriptive statistics. Thirteen major themes emerged: diversity, confidence, communication, case lead/case management, financial experience, helping people, teamwork, technical skills, inter-professional experience, mentoring, non-specific positive regard, appreciation for resources, and rounds. Students reported improved confidence in managing and leading cases with specific positive outcomes in communicating with clients, particularly regarding leading financial conversations. Developing greater insight into diversity was a common theme expressed in students' expectations but was less frequently noted as an end-of-day outcome. Veterinary students less frequently described the value of the inter-professional environment and collaboration, but this was a major theme noted among pharmacy students. Student feedback was positive overall. The current study is useful in identifying areas for improving collaborative instruction and access to care professional student learning opportunities.
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Martinez-Hernaez A, Bekele D, Sabariego C, Rodríguez-Laso Á, Vorstenbosch E, Rico-Uribe LA, Ayuso-Mateos JL, Sánchez-Niubò A, Rodríguez-Mañas L, Haro JM. The Structural and Intercultural Competence for Epidemiological Studies (SICES) guidelines: a 22-item checklist. BMJ Glob Health 2021; 6:bmjgh-2021-005237. [PMID: 33853845 PMCID: PMC8728389 DOI: 10.1136/bmjgh-2021-005237] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Revised: 03/22/2021] [Accepted: 03/23/2021] [Indexed: 11/15/2022] Open
Abstract
Structural and intercultural competence approaches have been widely applied to fields such as medical training, healthcare practice, healthcare policies and health promotion. Nevertheless, their systematic implementation in epidemiological research is absent. Based on a scoping review and a qualitative analysis, in this article we propose a checklist to assess cultural and structural competence in epidemiological research: the Structural and Intercultural Competence for Epidemiological Studies guidelines. These guidelines are organised as a checklist of 22 items and consider four dimensions of competence (awareness and reflexivity, cultural and structural validation, cultural and structural sensitivity, and cultural and structural representativeness), which are applied to the different stages of epidemiological research: (1) research team building and research questions; (2) study design, participant recruitment, data collection and data analysis; and (3) dissemination. These are the first guidelines addressing structural and cultural competence in epidemiological inquiry.
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Affiliation(s)
| | - Deborah Bekele
- Medical Anthropology Research Center, Rovira i Virgili University, Tarragona, Spain
| | - Carla Sabariego
- Center for Rehabilitation in Global Health Systems, WHO Collaborating Center, University of Lucerne, Lucerne, Switzerland.,Swiss Paraplegic Research, Swiss Paraplegics Foundation, Nottwil, Switzerland
| | | | - Ellen Vorstenbosch
- Teaching, Research and Innovation Unit, Sant Joan de Deu Health Park, Sant Boi de Llobregat, Spain.,CIBERSAM, CIBER Institute of Health Carlos III, Madrid, Spain
| | - Laura Alejandra Rico-Uribe
- CIBERSAM, CIBER Institute of Health Carlos III, Madrid, Spain.,Department of Psychiatry, Autonomous University of Madrid, Madrid, Spain
| | - José Luis Ayuso-Mateos
- CIBERSAM, CIBER Institute of Health Carlos III, Madrid, Spain.,Department of Psychiatry, Autonomous University of Madrid, Madrid, Spain
| | - Albert Sánchez-Niubò
- Teaching, Research and Innovation Unit, Sant Joan de Deu Health Park, Sant Boi de Llobregat, Spain.,CIBERSAM, CIBER Institute of Health Carlos III, Madrid, Spain
| | - Leocadio Rodríguez-Mañas
- CIBERFES, CIBER Institute of Health Carlos III, Madrid, Spain.,Geriatrics Department, Getafe University Hospital, Getafe, Spain
| | - Josep Maria Haro
- Teaching, Research and Innovation Unit, Sant Joan de Deu Health Park, Sant Boi de Llobregat, Spain.,CIBERSAM, CIBER Institute of Health Carlos III, Madrid, Spain
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Alraqiq HM, Sahota SK, Franks CL. Cultural awareness training for dental students. J Dent Educ 2021; 85:1646-1654. [PMID: 34091910 DOI: 10.1002/jdd.12696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2021] [Revised: 04/16/2021] [Accepted: 05/23/2021] [Indexed: 11/11/2022]
Abstract
OBJECTIVES This study aimed to assess the impact of a full-day workshop on increasing cultural awareness among incoming first-year (DDS-I) and post-doctoral (PGY-I) dental students at the Columbia University College of Dental Medicine. METHODS The workshop focused on developing students' cultural awareness regarding dimensions of identity, recognition of power and privilege, importance of cross-cultural understanding and communication, and the role of self-reflection through direct teaching, interactive discussions, and reflective writing. A convenience sample of 83 DDS-I and 30 PGY-I students from the 2019 enrollment class were recruited. Assessments included pre- and post-workshop surveys, facilitator interviews, and a formal workshop evaluation. Descriptive and bivariate analyses of students' responses were performed to assess cultural awareness within and between student groups. Facilitator interviews and student feedback were analyzed qualitatively to identify emerging themes. RESULTS Global cultural awareness among both student groups was higher in the post-workshop survey (for DDS-I, mean = 3.46, SD = 0.38; for PGY-I, mean = 3.47, SD = 0.30) than in the pre-workshop survey (for DDS-I, mean = 2.98, SD = 0.34; for PGY-I, mean = 2.90, SD = 0.47), which represented a statistically significant difference (p < 0.001 for both comparisons). Quantitative analysis revealed that the workshop provided a platform to discuss sensitive topics, increased cultural awareness among students and faculty, and provided faculty with different perspectives about culture awareness. CONCLUSIONS The full-day workshop achieved its goals of increasing dental students' self-perceived cultural awareness and capacity to establish cross-cultural professional relationships.
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Affiliation(s)
- Hosam M Alraqiq
- Section of Growth and Development, Division of Pediatric Dentistry, College of Dental Medicine, Columbia University Irving Medical Center, New York, New York, USA
| | - Sukhneet K Sahota
- The College of Dental Medicine, Columbia University Irving Medical Center, New York, New York
| | - Cheryl L Franks
- The Percy Ellis Sutton SEEK Department, John Jay College of Criminal Justice, City University of New York, School of Social Work, Columbia University, New York, New York, USA.,The College of Dental Medicine, Columbia University Irving Medical Center, New York, New York, USA
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Su Y, Behar-Horenstein LS. Assessment of Psychometric Properties of an Oral Health Care Measure of Cultural Competence Among Dental Students Using Rasch Partial Credit Model. J Dent Educ 2018; 82:1105-1114. [PMID: 30275146 DOI: 10.21815/jde.018.107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2017] [Accepted: 02/27/2018] [Indexed: 11/20/2022]
Abstract
Reliability, validity, and feasibility of the only validated oral health care measure of cultural competence, the Knowledge, Efficacy, and Practices Instrument (KEPI), have been confirmed. However, the instrument's psychometric properties including item and person reliability, category response functioning, and scale targeting, as well as differential scale functioning for subgroups, have not yet been examined. The aim of this study was to test the psychometric properties of KEPI among dental students using Rasch Partial Credit Model to determine if this model provided broader valid information that cannot be demonstrated according to Classical Test Theory. A total 1,290 dental students in the first or final semester at four U.S. dental schools were invited to participate in the study in 2016. Of those, 1,231 individuals completed the survey, for a 95.4% response rate. The participants were 613 males and 618 females and 889 non-underrepresented minority (URM) and 342 URM students. The Rasch Partial Credit Model assessed the psychometric properties of KEPI's 20 items/three subscales. Differential scale functioning was found in the Culture-Centered Practice and Efficacy of Assessment subscales. Four items were endorsed differentially by gender; four items were endorsed differentially by URM/non-URM students. This study examined the psychometric properties of the KEPI using Rasch analysis to assess differential item functioning by dental student gender and race. The results provided valid evidence for the high internal reliability, measurement properties, and unidimensionality for the KEPI domains, ideal targeting, and well response category functioning, showing that the KEPI is a reliable instrument for measuring the subscales Knowledge of Diversity, Culture-Centered Practice skills, and Efficacy of Assessment for health care providers.
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Affiliation(s)
- Yu Su
- Yu Su, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, University of Florida; Linda S. Behar-Horenstein, PhD, is Distinguished Teaching Scholar and Professor, Colleges of Dentistry and Education, Director of CTSI Educational Development & Evaluation, and Co-Director of HRSA Faculty Development in Dentistry, College of Dentistry, University of Florida
| | - Linda S Behar-Horenstein
- Yu Su, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, University of Florida; Linda S. Behar-Horenstein, PhD, is Distinguished Teaching Scholar and Professor, Colleges of Dentistry and Education, Director of CTSI Educational Development & Evaluation, and Co-Director of HRSA Faculty Development in Dentistry, College of Dentistry, University of Florida.
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Behar-Horenstein LS, Warren RC, Dodd VJ, Catalanotto FA. Addressing Oral Health Disparities Via Educational Foci on Cultural Competence. Am J Public Health 2017; 107:S18-S23. [PMID: 28661820 PMCID: PMC5497878 DOI: 10.2105/ajph.2017.303721] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/14/2017] [Indexed: 11/04/2022]
Abstract
An ever-present challenge for the oral health profession is to reduce the extent of oral disease among racial and ethnic minority populations. Adding to this complex dilemma is the linkage between oral health and systemic health. We describe enhanced cultural competency, in the context of individual cultural beliefs, values, language, practice, and health behaviors, among dental professionals, as one approach to meeting the dental care needs of the underserved. An overview and examples of teaching methods used by University of Florida dental educators to enhance student cultural competency is provided. Evidence-based evaluation results provide evidence of methodology efficacy. We conclude by describing actions that can be implemented by academic dental institutions to facilitate development of culturally competent practitioners.
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Affiliation(s)
- Linda S Behar-Horenstein
- Linda S. Behar-Horenstein is with the colleges of Dentistry, Education, Veterinary Medicine, and Pharmacy, and the Clinical Translational Science Institute, Educational Development and Evaluation, University of Florida, Gainesville. Rueben C. Warren is with The National Center for Bioethics in Research and Health Care, Tuskegee University, Tuskegee, AL. Virginia J. Dodd and Frank A. Catalanotto are with the Department of Community Dentistry and Behavioral Science, College of Dentistry, University of Florida. Frank A. Catalanotto is also with Oral Health America, Chicago, IL, and Alachua County Organization for Rural Needs Inc, Brooker, FL
| | - Rueben C Warren
- Linda S. Behar-Horenstein is with the colleges of Dentistry, Education, Veterinary Medicine, and Pharmacy, and the Clinical Translational Science Institute, Educational Development and Evaluation, University of Florida, Gainesville. Rueben C. Warren is with The National Center for Bioethics in Research and Health Care, Tuskegee University, Tuskegee, AL. Virginia J. Dodd and Frank A. Catalanotto are with the Department of Community Dentistry and Behavioral Science, College of Dentistry, University of Florida. Frank A. Catalanotto is also with Oral Health America, Chicago, IL, and Alachua County Organization for Rural Needs Inc, Brooker, FL
| | - Virginia J Dodd
- Linda S. Behar-Horenstein is with the colleges of Dentistry, Education, Veterinary Medicine, and Pharmacy, and the Clinical Translational Science Institute, Educational Development and Evaluation, University of Florida, Gainesville. Rueben C. Warren is with The National Center for Bioethics in Research and Health Care, Tuskegee University, Tuskegee, AL. Virginia J. Dodd and Frank A. Catalanotto are with the Department of Community Dentistry and Behavioral Science, College of Dentistry, University of Florida. Frank A. Catalanotto is also with Oral Health America, Chicago, IL, and Alachua County Organization for Rural Needs Inc, Brooker, FL
| | - Frank A Catalanotto
- Linda S. Behar-Horenstein is with the colleges of Dentistry, Education, Veterinary Medicine, and Pharmacy, and the Clinical Translational Science Institute, Educational Development and Evaluation, University of Florida, Gainesville. Rueben C. Warren is with The National Center for Bioethics in Research and Health Care, Tuskegee University, Tuskegee, AL. Virginia J. Dodd and Frank A. Catalanotto are with the Department of Community Dentistry and Behavioral Science, College of Dentistry, University of Florida. Frank A. Catalanotto is also with Oral Health America, Chicago, IL, and Alachua County Organization for Rural Needs Inc, Brooker, FL
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