Cultural humility: A therapeutic framework for engaging diverse clients.

2017 ◽  
Vol 2 (4) ◽  
pp. 221-233 ◽  
Author(s):  
David K. Mosher ◽  
Joshua N. Hook ◽  
Laura E. Captari ◽  
Don E. Davis ◽  
Cirleen DeBlaere ◽  
...  
Keyword(s):  
Cultural Humility

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

Cultural humility: Pilot study testing the social bonds hypothesis in interethnic couples.

2018 ◽  
Vol 65 (4) ◽  
pp. 531-537 ◽  
Author(s):  
Stacey E. McElroy-Heltzel ◽  
Don E. Davis ◽  
Cirleen DeBlaere ◽  
Josh N. Hook ◽  
Michael Massengale ◽  
...  
Keyword(s):  
Pilot Study ◽  
Social Bonds ◽  
Cultural Humility ◽  
The Social

Cultural Humility With a Clinical Sample of Latina/o/x Americans: A Confirmatory Factor Analysis

2018 ◽  
Author(s):  
David G. Zelaya ◽  
Laura Cobourne ◽  
Shola Shodiya-Zeumault ◽  
Caleb N. Chadwick ◽  
Cassandra L. Hinger ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Clinical Sample ◽  
Cultural Humility ◽  
Confirmatory Factor

Cultural humility in action: Reflective and process-oriented supervision with Black trainees.

2020 ◽  
Vol 14 (4) ◽  
pp. 277-284
Author(s):  
Naadira C. Upshaw ◽  
Douglas E. Lewis ◽  
Amber L. Nelson
Keyword(s):  
Cultural Humility ◽  
Process Oriented

Engaging cultural humility diffractively

Authorea ◽  
2020 ◽  
Author(s):  
RORY CRATH ◽  
J Cristian Rangel
Keyword(s):  
Cultural Humility

scholarly journals A Curriculum for Enhancing Physician Teaching Skills: The Value of Physician-Educator Partnerships

2021 ◽  
Vol 8 ◽  
pp. 238212052110320
Author(s):  
Mara M Hoffert ◽  
Karla D Passalacqua ◽  
Alexis Haftka-George ◽  
Odaliz Abreu Lanfranco ◽  
Robert A Martin
Keyword(s):  
Clinical Teaching ◽  
Cultural Humility ◽  
Teaching Skills ◽  
Instructional Designers ◽  
Successful Implementation ◽  
Central Feature ◽  
Learning Approaches ◽  
Clinical Environment ◽  
Teaching Behaviors ◽  
Training Outcomes

Developing as a physician requires an enormous amount of complex training, and quality of instruction greatly affects training outcomes. But while physicians are expected to teach trainees within the clinic, they often do not receive formal training in effective instructional practices. Providing faculty development programs is one way that institutions can help physicians develop teaching skills, but these programs often are developed without the input of educational specialists and not based in educational theory. In this methodology paper, we describe a 5-module curriculum that was developed in a cross-disciplinary collaboration between instructional designers and physician faculty. By merging educational and medical expertise and using adult learning theory with the Charlotte-Danielson educational framework, an essentials for clinical teaching educational endorsement program (ECTEEP) was created as a feature of the institutional curriculum within a large, urban teaching hospital. Here we describe how the program was developed through a physician-educator partnership, outline the program’s key content, and highlight essential aspects of successful implementation. The ECTEEP incorporates active learning approaches within an abbreviated format, distilling 5 critical aspects of effective teaching that are relevant to the clinical environment: cultural humility and safe learning environments, instruction practices for engaging learners, instruction and assessment strategies, receiving and giving feedback, and mentorship and coaching. A central feature of the program is that facilitators actively model the teaching behaviors they are conveying, which underscores the critical importance of facilitator preparation and skill. Our curriculum is offered here as a basic template for institutions that may want to establish a program for enhancing physician teaching skill.

scholarly journals A narrative review of literature on the use of health and social care by older trans adults: what can United Kingdom services learn?

2021 ◽  
pp. 1-22
Author(s):  
Susan Mary Benbow ◽  
Charlotte Eost-Telling ◽  
Paul Kingston
Keyword(s):  
Health Care ◽  
Social Care ◽  
The United States ◽  
Narrative Review ◽  
Cultural Humility ◽  
Service Improvement ◽  
Service Users ◽  
Strong Argument ◽  
Health And Social Care ◽  
Economic Inequalities

Abstract We carried out a narrative review and thematic analysis of literature on the physical health care, mental health care and social care of trans older adults to ascertain what is known about older trans adults’ contacts with and use of health and social care. Thirty papers were found: a majority originated in the United States of America. Five themes were identified: experience of discrimination/prejudice and disrespect; health inequalities; socio-economic inequalities; positive practice; and staff training and education. The first three themes present challenges for providers and service users. Experiences of discrimination/prejudice and disrespect over the course of their lives powerfully influence how older trans adults engage with care services and practitioners. Health and socio-economic inequalities suggest that older trans adults are likely to have greater need of services and care. The remaining two themes offer opportunities for service improvement. We conclude that more research is needed, that there is a strong argument for taking a lifecourse perspective in a spirit of cultural humility, and that contextual societal factors influence service users and providers. We identify positive trans-inclusive practices which we commend to services. More needs to be done now to make older adult services appropriate and welcoming for trans service users.

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