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. 2013 Jun;5(2):227-31.
doi: 10.4300/JGME-D-12-00085.1.

Cultural competency training requirements in graduate medical education

Adrian Jacques H Ambrose, Susan Y Lin, Maria B J Chun

Cultural competency training requirements in graduate medical education

Adrian Jacques H Ambrose et al. J Grad Med Educ. 2013 Jun.

Abstract

Background: Cultural competency is an important skill that prepares physicians to care for patients from diverse backgrounds.

Objective: We reviewed Accreditation Council for Graduate Medical Education (ACGME) program requirements and relevant documents from the ACGME website to evaluate competency requirements across specialties.

Methods: The program requirements for each specialty and its subspecialties were reviewed from December 2011 through February 2012. The review focused on the 3 competency domains relevant to culturally competent care: professionalism, interpersonal and communication skills, and patient care. Specialty and subspecialty requirements were assigned a score between 0 and 3 (from least specific to most specific). Given the lack of a standardized cultural competence rating system, the scoring was based on explicit mention of specific keywords.

Results: A majority of program requirements fell into the low- or no-specificity score (1 or 0). This included 21 core specialties (leading to primary board certification) program requirements (78%) and 101 subspecialty program requirements (79%). For all specialties, cultural competency elements did not gravitate toward any particular competency domain. Four of 5 primary care program requirements (pediatrics, obstetrics-gynecology, family medicine, and psychiatry) acquired the high-specificity score of 3, in comparison to only 1 of 22 specialty care program requirements (physical medicine and rehabilitation).

Conclusions: The degree of specificity, as judged by use of keywords in 3 competency domains, in ACGME requirements regarding cultural competency is highly variable across specialties and subspecialties. Greater specificity in requirements is expected to benefit the acquisition of cultural competency in residents, but this has not been empirically tested.

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Figures

FIGURE 1
FIGURE 1
Cultural Competency Scores of Requirements for all ACGME-Accredited Specialties (N  =  27) Score of 3  =  5 (18%); score of 2  =  1 (4%); score of 1  =  6 (22%); score of 0  =  15 (56%). Abbreviation: OB-GYN, obstetrics and gynecology.
FIGURE 2
FIGURE 2
Cultural Competency Scores of Requirements for all ACGME-Accredited Specialty and Subspecialties (N  =  128) Fifty-one specialties and subspecialties (40%) received a score of 1 or higher.
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