Abstract
How does a clinical educator incorporate ethnogeriatrics into training competencies for medical students and residents without using stereotypes and/or appearing racist? This is crucial in our ever-changing global society of “second generationals” who have assimilated into the culture and have different viewpoints and experiences that differ from their parents/grandparents from when the term ethnogeriatrics was first created. The goal of this chapter is to review how ethnogeriatrics has been taught and improvements that can be made. This chapter will define cultural competency and current teaching models that address training practitioners including implementing ethnogeriatrics into the Objective Structured Clinical Examination.
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Harrison, N.N. (2017). Incorporating Ethnogeriatrics into Training Competencies. In: Cummings-Vaughn, L., Cruz-Oliver, D. (eds) Ethnogeriatrics. Springer, Cham. https://doi.org/10.1007/978-3-319-16558-5_12
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DOI: https://doi.org/10.1007/978-3-319-16558-5_12
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