ABSTRACT
Background: Cultural competence in medical education has gained increasing importance in recent years due to the diverse patient populations that healthcare professionals serve. Integrating diversity and inclusion into the medical curriculum is essential to prepare future physicians to provide equitable and culturally sensitive care.
Aim: This study aimed to develop a comprehensive framework for integrating cultural competence, diversity, and inclusion into medical education curricula.
Methods: A mixed-methods approach was employed over a study duration from October 2022 to October 2023. The study population comprised 90 participants, including medical students, faculty members, and curriculum developers from various medical schools. Data were collected through surveys, focus group discussions, and in-depth interviews to gather insights and perspectives on existing cultural competence training and identify gaps. The data were analyzed thematically to inform the development of the framework.
Results: The analysis revealed several key components necessary for an effective cultural competence framework: incorporation of experiential learning, inclusion of diverse patient scenarios, integration of cultural competence assessments, and continuous faculty development. Participants emphasized the importance of embedding cultural competence throughout the curriculum rather than as standalone modules. Additionally, the framework highlighted the need for institutional support and resources to sustain these initiatives.
Conclusion: The study successfully developed a comprehensive framework for integrating cultural competence into medical education. This framework provides a structured approach to embedding diversity and inclusion into the curriculum, ensuring that future physicians are better equipped to meet the needs of diverse patient populations. Implementing this framework could significantly enhance the cultural competence of medical graduates and improve healthcare outcomes.
Keywords: Cultural Competence, Medical Education, Diversity, Inclusion, Curriculum Development, Healthcare Training, Experiential Learning, Framework, Medical Students, Faculty Development