Cultural competency in medical education

Summary

People from marginalised groups in Northern Ireland suffer poorer health outcomes and reduced life expectancy (Bunting et al., 2018, Department of Health, 2023). Contributing factors include attitudes and professional behaviour of, and discrimination by healthcare staff (Wise, 2022). Educating medical practitioners in cultural differences and health inequity is an established approach to enhancing professional attitudes and behaviours (Kaihlanen,2019). However, a “cultural curriculum” must mirror the needs of the local population.

Cultural education is a priority of governing bodies in medical education. The General Medical Council (GMC) states that medical students must “act appropriately, with an inclusive approach, towards patients and colleagues” (GMC, 2020) and that medical schools must provide “opportunities to understand the needs of patients from diverse social, cultural and ethnic backgrounds, and with protected characteristics” (GMC, 2016). The Medical Schools’ Council states “medical schools are responsible for  “ensuring the curriculum equips students with the skills and knowledge to treat patients from minority groups safely, equitably and nonjudgmentally” (MSC, 2021),

Cultural competence (CC) describes training programmes used by health professionals to improve their own knowledge and understanding of cultural diversity (Sorensen et al., 2017). Culturally competent doctors have the potential to reduce racial and ethnic health disparities (Anderson et al., 2003). Cultural competency training programmes have been increasingly integrated into medical training programmes, especially in the United States (Kripilani et al., 2006).

The design of a sustainable and effective cultural competency programme requires input from key stakeholders and should be tailored to individual and organisational contexts (Kaihlanen et al., 2019).To address this differential health outcomes in Northern Ireland, we need to understand the health priorities and concerns of marginalized groups in our communities. Having identified these needs, we can begin to build a curriculum of cultural competency to best prepare our graduates.

Objectives of the research

1. To work with local communities to identify the cultural factors influencing access to healthcare for marginalized groups in Northern Ireland
2. To work with those communities to establish cultural competency learning objectives for future doctors
3. Evaluate these new learning objectives through structured teaching sessions with medical students

Methods to be used

Following ethical approval, methods will include purposive sampling of individuals, and focus groups with local stakeholders to generate qualitative data. Transcription of audio recorded data will enable reflective thematic analysis from which the initial interviewees will be invited to co-create curriculum materials with the academic team. Thereafter, curriculum development and delivery will take place. Evaluation questionnaires with quantitative and qualitative components will be delivered and data analysed to enable future development to cycle back to stakeholders and students for further co-creation.

Skills required of applicant

Essential

Working knowledge of MS Office packages

Ability to respond to feedback and reflectively use to enhance skills

Ability to work independently

Communication skills

Working in a team

Ability to critically evaluate literature

Desired

Experience of conducting focus groups

Presentation skills

Writing skills

AccessNI clearance required

Please note, the successful candidate will be required to obtain AccessNI clearance prior to registration due to the nature of the project.

Essential criteria

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

• Experience using research methods or other approaches relevant to the subject domain
• A comprehensive and articulate personal statement
• A demonstrable interest in the research area associated with the studentship

Desirable Criteria

If the University receives a large number of applicants for the project, the following desirable criteria may be applied to shortlist applicants for interview.

• First Class Honours (1st) Degree
• Use of personal initiative as evidenced by record of work above that normally expected at career stage.
• Applicants will be shortlisted if they have an average of 75% or greater in a first (honours) degree (or a GPA of 8.75/10). For applicants with a first degree average in the range of 70% to 74% (GPA 3.3): If they are undertaking an Masters, then the average of their first degree marks and their Masters marks will be used for shortlisting.
• Relevant professional qualification and/or a Degree in a Health or Health related area

Equal Opportunities

The University is an equal opportunities employer and welcomes applicants from all sections of the community, particularly from those with disabilities.

Appointment will be made on merit.

Funding and eligibility