This R13 application proposes to support a 2-day annual meeting to enhance the collaborative network, and maximize the long-term national impact of the National Consortium for Multicultural Education for Health Professionals (Consortium). Funded in 2004 by NHLBI as a 5-year competitive training award program (K07) for U.S. medical schools, the Consortium uses the approach of addressing disparities by integrating cross- cultural education into health professional training. We propose to build on our success by implementing a meeting focused on the role of reflective practice to support health professional education in cultural competency and health literacy. To reduce costs, increase participation, and maximize collaboration, the meeting will be scheduled to coincide with the American Public Health Association annual meeting to be held November 2014 in New Orleans, Lousiana. The goal of this conference is to provide an opportunity for experts in cultural competency and health literacy curriculum development to network with leaders in public health education, and researchers on the impact of unconscious bias on health outcomes to further build upon the exchange of ideas which began recently among research and practice professionals in cultural competency and health literacy.
Specific aims i nclude: 1) create a network of experts in cultural competency and health literacy curriculum development and research, 2) identify common competencies, approaches and assessment methods that can be applied to education and research in cultural competency for multiple health professions;and 3) advance research and publication potential of the combined fields of cultural competency and health literacy. The meeting comprises a: 1) scientific panel session (n=30-100) on use of reflective pedagogy to teach about and assess unconscious bias that impacts patient health outcomes, (2) Learning Institute (skills- building workshop) on preparing submissions to MedEdPortal with the Association of American Medical Colleges (n=20), and 3) working session (n=30) to bring together experts from different health professions to design curriculum addressing unconscious bias for an interprofessional setting.
Increasing recognition of well-documented disparities in health status, access and service delivery have fueled calls to better prepare future health professionals to address these challenges. There is a paucity of research that links successful outcomes of health professions education to patient-centered outcomes. These meetings will help identify strategies in assessing and linking patient-centered outcomes to education.
|Goode, Tawara D; Carter-Pokras, Olivia D; Horner-Johnson, Willi et al. (2014) Parallel tracks: reflections on the need for collaborative health disparities research on race/ethnicity and disability. Med Care 52:S3-8|
|Lie, Désirée; Carter-Pokras, Olivia; Braun, Bonnie et al. (2012) What do health literacy and cultural competence have in common? Calling for a collaborative health professional pedagogy. J Health Commun 17 Suppl 3:13-22|