Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/16713
Title: Teaching cultural diversity: current status in U.K., U.S., and Canadian medical schools.
Authors: Dogra, N
Reitmanova, S
Carter-Pokras, O
First Published: May-2010
Citation: J GEN INTERN MED, 2010, 25 Suppl 2, pp. S164-S168
Abstract: In this paper we present the current state of cultural diversity education for undergraduate medical students in three English-speaking countries: the United Kingdom (U.K.), United States (U.S.) and Canada. We review key documents that have shaped cultural diversity education in each country and compare and contrast current issues. It is beyond the scope of this paper to discuss the varied terminology that is immediately evident. Suffice it to say that there are many terms (e.g. cultural awareness, competence, sensitivity, sensibility, diversity and critical cultural diversity) used in different contexts with different meanings. The major issues that all three countries face include a lack of conceptual clarity, and fragmented and variable programs to teach cultural diversity. Faculty and staff support and development, and ambivalence from both staff and students continue to be a challenge. We suggest that greater international collaboration may help provide some solutions.
DOI Link: 10.1007/s11606-009-1202-7
eISSN: 1525-1497
Links: http://hdl.handle.net/2381/16713
Type: Journal Article
Appears in Collections:Published Articles, School of Psychology

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