cultural competency, communication, student performance, assessment, culture
Objectives: 1) to explore clinical assessor’s values regarding behaviours related to cultural aspects of care, 2) to generate standardized narrative profiles regarding cultural behavioural outcomes within clinical teaching settings, and 3) to rank order standardized narrative profiles according to performance expectations.
Methods: Ten interviews were completed with clinicians to determine values and performance expectations for culturally competent behaviours. Transcripts were produced and coded. Six narrative profiles were developed based on data obtained. Twenty clinicians categorized profiles according to performance expectations and rank ordered. Intraclass correlation coefficients (ICCs) determined inter-rater reliability. Clinicians rated usability of profiles in clinical training settings.
Results: Eighteen categories were coded with communication, awareness and ability most frequently reported with each ranging from 9.6-11.5% of the utterances. Consensus for categorization of all profiles was achieved at a level of 70% (ICC = 0.837, 95% CI 0.654-0.969). High inter-rater reliability was achieved for rank ordering (ICC = 0.815, 95% CI 0.561 to 0.984). Seventeen (85%) clinicians agreed that the profiles would be usable in clinical training settings.
Conclusions: Standardized narrative profiles may aid assessment and self-reflection for student performance within culturally diverse interactions.
Conflict of Interest
We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received), employment, gifts, stock holdings or options, honoraria, consultancies, expert testimony, patents and royalties.
Wilby KJ, Lebras M, Tataru A, et al. A Standardized Narrative Profile Approach to Self-Reflection and Assessment of Cross-Cultural Communication. Inov Pharm. 2017;8(1): Article 23. https://pubs.lib.umn.edu/innovations/vol8/iss1/23.