Teaching Cultural Diversity: Current Status in U.K., U.S., and Canadian Medical Schools
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In this paper we present the current state of cultural diversity education for undergraduate medical students in three English-speaking countries: the United Kingdom (U.K.), United States (U.S.) and Canada. We review key documents that have shaped cultural diversity education in each country and compare and contrast current issues. It is beyond the scope of this paper to discuss the varied terminology that is immediately evident. Suffice it to say that there are many terms (e.g. cultural awareness, competence, sensitivity, sensibility, diversity and critical cultural diversity) used in different contexts with different meanings. The major issues that all three countries face include a lack of conceptual clarity, and fragmented and variable programs to teach cultural diversity. Faculty and staff support and development, and ambivalence from both staff and students continue to be a challenge. We suggest that greater international collaboration may help provide some solutions.
Key Wordscultural competency diversity education medical undergraduate
All three authors have contributed to the writing of the paper. Drs. Carter-Pokras and Dogra gratefully acknowledge funding from the National Heart Lung and Blood Institute (NHLBI K07HL079255). This paper stems from an earlier workshop: “International perspectives on cultural competence training: assessment and evaluation of cultural competence education in the U.K., U.S. and Canada: Discussion of Theory and Practice” held at the 12th International Ottawa Conference on Clinical Competence in New York City on May 23, 2006.
Conflict of Interest Statement
Ethical approval was not sought for this review and there is no conflict of interest for any of the authors.
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