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Achieving Diversity in Dentistry and Medicine (ADDM)
CULTURAL COMPETENCY CURRICULUMOver time, the United States has both successfully and unsuccessfully navigated understanding and respecting the differing cultures, religions, ethnicities and values within its society. Being culturally competent is the understanding that we all have different values that affect the way we view our health and health care and how we view the world. Two of the important components of the health care access problem are the degree to which race or ethnicity influences an individual's perception of a given illness, and the decision to seek health care. A primary requirement in providing culturally sensitive medical care is a basic knowledge of the health status and needs of those groups being served. Health care practitioners traditionally have their own expectations of how health care should be provided and how patients are supposed to respond to care. However, if they are to effectively work with a multicultural population, physicians and dentists must alter their traditional ways of treating patients. AMSA's Cultural Competency Curricular Guidelines are a set of guidelines compiled from recommendations of national leaders in the field, an extensive literature review, federal guidelines and initiatives as well as Liaison Committee on Medical Education (LCME) guidelines and the Commission on Dental Accreditation (CDA). Tested at eight medical schools and three dental schools, the guidelines are merely a skeletal approach to diversity education and AMSA expected schools in different areas and different stages of development to create innovative programs tailored to their communities. It was expected that schools would create or further a curriculum that is responsive to their communities and students. The schools that implemented the Cultural Competency Curricular Guidelines with technical assistance from AMSA were:
Cultural Competency Curricular Guidelines for Medical and/or Dental Schools, 2004 (PDF) THE CULTURAL COMPETENCY IN MEDICAL EDUCATION GUIDEBOOK
To access the Guidebook, please visit the Health Resources and Service Administration (HRSA) Publications Center. ETHNOGERIATRICS CURRICULUMOne area of diversity that has been recently garnering attention is that of ethnogeriatrics, the branch of geriatrics that addresses the influence of race, culture, and ethnicity on the health and well being of the elderly. In light of the demographics projected for ethnic elders into the next century, there will be a significant need for healthcare providers who have training and understanding of the need of these groups. In order to properly provide competent and compassionate care for older adults from diverse cultural and ethnic backgrounds, it is essential that physicians and dentists have a sound working knowledge of ethnogeriatrics and the unique health disparities experienced by older minority adults. Such knowledge and understanding allows medical and dental students to reflect on their own hidden biases and stereotypes, as well as the biases and stereotypes of the U.S. health care system as a whole. It provides them with the requisite knowledge to recognize differential patterns of health risks among older adults from different ethnic backgrounds, as well as structural and cultural barriers they face in accessing and utilizing healthcare. One of the best places for physicians and dentists to begin developing skills in cultural competence and ethnogeriatrics is within their own communities and medical and dental schools. AMSA's Ethnogeriatric Curricular Guidelines are a set of guidelines compiled from recommendations of national leaders in the field, an extensive literature review, federal guidelines and initiatives as well as Liaison Committee on Medical Education (LCME) guidelines and the Commission on Dental Accreditation (CDA). Tested at five medical schools and one dental school, the guidelines are merely a skeletal approach to diversity education and AMSA expected schools in different areas and different stages of development to create innovative programs tailored to their communities. It was expected that schools would create or further a curriculum that is responsive to their communities and students. The schools that implemented the Ethnogeriatric Curricular Guidelines with technical assistance from AMSA were:
Ethnogeriatric Curricular Guidelines for Medical and/or Dental Schools, 2004 (PDF) PRIMARY CARE LEADERSHIP TRAINING PROGRAMHosted each year by a different medical or dental school, the Primary Care Leadership Training Program is a weeklong, innovative institute educating medical and dental students in important issues in primary care, helping future primary care providers develop leadership skills, and engaging student in curricular reform and health policy issues. In addition to specific theme related sessions, there are sessions on:
2007 Leadership Training Program Past LTP Schedules
COMMUNITY HEALTH CENTER PLANAMSA is currently collaborating with the National Association for Community Health Centers (NACHC) to identify opportunities for dental and medical students to become more involved in local Community Health Centers. NACHC has developed an On-site Medical and Dental Student Training Opportunity web tool to assist students in identifying opportunities available to them in Community Health Centers. Additional AMSA Resources
WIDENING THE PIPELINE PLANIn addition to being leaders, future medical and dental professionals must also learn to be good role models by encouraging the development of a diverse medical and dental healthcare workforce. Programs that expose young people to opportunities for careers in primary care medicine and dentistry are vital efforts to increase health care workforce diversity. In order to help develop a committed cadre of medical and dental students trained to educate and mentor middle and high school students on health careers options, AMSA has developed a supplemental section for existing materials related to promoting health careers to children. This supplemental section is directed at dental and medical students and is designed to teach them how to approach schools with the idea and how to conduct a presentation to middle and high school students.
Help us create a more diverse workforce by working with AMSA to educate and mentor underrepresented middle and high school students on health career opportunities. By exposing students to worthwhile, rewarding careers within the healthcare professions, you are helping medically underserved communities and improving access to health care for many people who simply don't have it. AMSA has the project materials, project funding, and project ideas to help get you started on widening the pipeline of health providers in your community-and we need your enthusiasm and energy to make the project a success. Individual medical or dental students as well as student groups may apply for up to $200 in funding. Applications for funding will be considered on a rolling basis. Need ideas for a Widening the Pipeline project? View a list of some of the projects that have been funded.
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©2008 American Medical Student Association | AMSA Foundation © All materials on this site are intended for the express use of health science students. Other use or reproduction of these materials requires written authorization from the American Medical Student Association |
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To learn more about other projects, organizations, and resources that may help you in preparing your Widening the Pipeline project, please visit the following sites:
