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Cultural Competence among Healthcare Professional Educators: A Mixed-Methods Study
As cultural diversity gains global prominence, healthcare professional educators (HPEs) are expected to exhibit a high level of cultural competence in education. Responding to this necessity requires the establishment of healthcare education that is oriented toward sustainability. This study aimed to investigate HPEs’ perceptions of cultural competence at the Qatar University-Health Cluster (QU-HC). A convergent mixed-methods design was applied. The quantitative phase involved 118 HPEs at QU-HC responding to the Multicultural Teaching Competency Scale (MTCS). The qualitative phase included 3 focus groups (FGs) with 22 HPEs guided by Campinha-Bacote’s (1999) model of cultural competence. Thematic analysis was applied to analyze FGs data. Seventy-one educators responded to the MTCS (response rate was 60.2%), and twenty-two educators attended the FGs. HPEs demonstrated a moderate level of cultural awareness (total MTCS mean = 57 ± 7.8). The FGs revealed that the HPEs exhibited awareness and responsive teaching, but individual and institutional factors needed improvement. This study expands upon the existing literature concerning the cultural diversity impacts on the teaching and learning aspects of health profession programs, specifically within the Middle East context. It is recommended that health professional programs intensify the cultural orientation provided to educators, reanalyze the curricular content to serve diverse patients, and explore innovative approaches that embrace cultural diversity and sustainability.
Cultural Competence among Healthcare Professional Educators: A Mixed-Methods Study
As cultural diversity gains global prominence, healthcare professional educators (HPEs) are expected to exhibit a high level of cultural competence in education. Responding to this necessity requires the establishment of healthcare education that is oriented toward sustainability. This study aimed to investigate HPEs’ perceptions of cultural competence at the Qatar University-Health Cluster (QU-HC). A convergent mixed-methods design was applied. The quantitative phase involved 118 HPEs at QU-HC responding to the Multicultural Teaching Competency Scale (MTCS). The qualitative phase included 3 focus groups (FGs) with 22 HPEs guided by Campinha-Bacote’s (1999) model of cultural competence. Thematic analysis was applied to analyze FGs data. Seventy-one educators responded to the MTCS (response rate was 60.2%), and twenty-two educators attended the FGs. HPEs demonstrated a moderate level of cultural awareness (total MTCS mean = 57 ± 7.8). The FGs revealed that the HPEs exhibited awareness and responsive teaching, but individual and institutional factors needed improvement. This study expands upon the existing literature concerning the cultural diversity impacts on the teaching and learning aspects of health profession programs, specifically within the Middle East context. It is recommended that health professional programs intensify the cultural orientation provided to educators, reanalyze the curricular content to serve diverse patients, and explore innovative approaches that embrace cultural diversity and sustainability.
Cultural Competence among Healthcare Professional Educators: A Mixed-Methods Study
Banan Mukhalalati (author) / Aicha Ahmed (author) / Sara Elshami (author) / Ahmed Awaisu (author)
2023
Article (Journal)
Electronic Resource
Unknown
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