It's Not Just About the Numbers:
Diversity and Cultural Awareness in
Admissions, Coursework and Clinical
Education
Patricia McCarthy, Ph.D.
Dianne Meyer, Ph.D.
Joanne Schupbach, M.A., M.S.
Dept of Communication Disorders & Sciences
Rush University
CAPCDS Conference
April 18, 2013
It's Not Just About the Numbers: Diversity and
Cultural Awareness in Admissions,
Coursework and Clinical Education
• Patricia McCarthy has no financial or
nonfinancial relationships to disclose.
• Dianne Meyer has no financial or
nonfinancial relationships to disclose.
• Joanne Schupbach has no financial or
nonfinancial relationships to disclose.
2
Diversity and Cultural Awareness in
Admissions, Coursework and Clinical Education
Learning Objectives:
1. Describe the need for cultural competence
among health care professionals in our diverse
society
2. Discuss issues involved in creating a culturally
sensitive environment that promotes cultural
awareness in academia
3. Describe strategies that ensure instructors and
clinical preceptors model cultural competence in
students' clinical education
3
The RUMC “Butterfly”
The RUMC “Butterfly”
RUMC Audiology & Speech-Language
Pathology Clinic
Diversity and Cultural Awareness in
Admissions, Coursework and Clinical Education
• Worldwide cultural shift due to global factors
– Immigration patterns
– Economic changes
– Communication technology
• Rapid growth in diversity in USA over past 20
years outpaced all predictions
• Manifested in:
–
–
–
–
Politics (i.e., elections)
Elementary and Secondary School
Higher Education
Health Care
7
Diversity and Cultural Awareness in
Admissions, Coursework and Clinical Education
• Demographic projections in the US for the
next 20-40 years:
– Decrease in current white majority to minority
– Corresponding increases among Hispanic and Asian
American Groups (Pew Research Center, 2008)
• Burgeoning growth of cultural diversity in
the US mirrored in:
• Patient populations
• Student body seen in Communication Disorders &
Sciences programs
8
Patient Population: More Racially and
Ethnically Diverse
• Minority Groups as proportion
of the U.S. Population (Administration on
Aging, 2001)
• 1970: 16%
• 1998: 27%
• 2050: 50%
Patient Population: More Racially
and Ethnically Diverse
10
Projected Increased in Minority
Segments of 65+ Population
Percent Increase in Population 65+, 1990 - 2030
350%
285%
300%
328%
250%
200%
150%
131%
147%
81%
100%
50%
0%
African
American
American
Asians and
Indians, Eskimos, Pacific Islanders
and Aleuts
Hispanics
White
Diversity and Cultural Awareness in
Admissions, Coursework and Clinical Education
Cultural diversity at Rush University
– Large urban academic medical center in Chicago
– 2.7 million people in 2010:
•
•
•
•
•
White** (not Hispanic) = 31.7%
African-American = 32.9%
Hispanic = 28.9%
Asian – 5.5%
American Indian/Alaskan Native = .5%
– Metropolitan Chicago: 9.5 million people
(http://quickfacts.census.gov/qfd/states/17/1714000.html)
– Serves an ever-increasing culturally diverse patient
population
12
Diversity and Cultural Awareness in
Admissions, Coursework and Clinical Education
• Culturally diverse milieu at Rush demands
culturally aware and sensitive environment
• Cultural awareness an imperative value and
key goal at Rush University for decades
• Belief : students must be drawn from diverse
backgrounds in order to meet the health care needs of
increasingly diverse society
• Presentation will focus on RU’s ongoing
experience with cultural awareness and
related issues
13
Is Cultural Awareness Enough?
• Cultural Awareness:
– Understanding of how a person's culture may inform their
values, behavior, beliefs and basic assumptions
(http://www.culturaldiversity.com.au/practice-guides/cultural-awareness)
– Catchall phrase used to describe multifaceted process
• Cultural Competence:
– Includes multiple constructs:
•
•
•
•
•
Cultural Awareness
Knowledge
Skills
Encounter
Desires (Campinha-Bacote, 2002).
14
Cultural Competence as a 21st Century
Issue in Health Care
• Cultural Competence:
– “…active, intentional, and ongoing engagement with
diversity to increase one’s awareness, content
knowledge, cognitive sophistication and empathic
understanding” (Milem, 2005)
– Goal of cultural competence in health care: work
effectively within cultural context of patient,
his/her family and community (Campinha-Bacote, 2002).
15
Cultural Competence as a 21st Century Issue in
Health Care
• Essential in closing the disparities gap in health
care (National Center for Cultural Competence, 2013)
• Gaining attention as a strategy to reduce racial and
ethnic disparities
• Increasing evidence it improves health care
quality
• Cultural competence initiatives may even help
control costs, by making care more efficient and
effective (Betancourt et al., 2005)
16
The Role of Cultural Competence in Audiology:
Educating for the Future
• Prepare students who will be culturally competent 21st
Century health care providers:
– learn about cultures
– embrace pluralism
– advance proactive accommodations in diagnosis and
treatment (Paasche-Orlow, 2004)
• Incorporating cultural differences into health
education/treatment models will benefit:
– Patients
– Students
– Health professionals
17
The Role of Cultural Competence in Audiology:
Patient Diversity
• Health care providers increasingly seeing patients
with a broad range of health perspectives
• Patients/families may present with:
•
•
•
•
•
Differing social or cultural backgrounds.
Symptoms quite different than “textbook”
Limited English proficiency
Different thresholds for seeking care or expectations about care
Unfamiliar beliefs that might influence follow-up re: care and
recommendations (Betancourt et al., 2005)
• Cultural competence promotes discussions among
patients & health care providers without cultural
differences hindering process but enhancing it (Office
.
of Minority Health, 2005)
18
The Role of Cultural Competence in Audiology:
Outcomes!
• Provider-patient communication is linked to: patient
satisfaction, adherence to medical instructions, health
outcomes (Betancourt et al., 2005)
• Poorer health outcomes: when sociocultural differences
between patients and providers not reconciled (Williams and Rucker,
2000)
• Positive health outcomes: result of respect and
responsiveness to the health beliefs, practices and cultural and
linguistic needs of diverse patients (Office of Minority Health, 2005)
• Competent providers increase likelihood that minority
patients will seek medical care
(https://stti.confex.com/stti/congrs06/techprogram/session_6833.htm)
19
The Role of Cultural Competence in Audiology:
Interprofessionalism
• Cultural Competence and Interprofessional
Training:
–
“Signature Topic”
in the education of medical and public health
professionals (AAMC, 2012)
•
Joint Expert Panel of the Association of American Medical
Colleges and the Association of Schools of Public Health
proposed a set of knowledge, skills and attitudes to
incorporate into educational curricula
• Aim to ensure students acquire cultural competencies to
prepare them for successful practice and delivery of
appropriate healthcare for an increasingly diverse U. S.
population
20
Diversity and Cultural Awareness in
Admissions, Coursework and Clinical Education
Learning Objectives:
 1. Describe the need for cultural competence
among health care professionals in our diverse
society
2. Discuss issues involved in creating a culturally
sensitive environment that promotes cultural
awareness in academia
3. Describe strategies that ensure instructors and
clinical preceptors model cultural competence in
students' clinical education
21
Cultural Competence and AuD Academic
Programs
“AuD students experience culture in a
multidimensional way:
– Through their own culture,
– Through the culture of Audiology,
– The cultures of other professionals with whom they
interact (audiologists and others),
– And through patients’ perspectives”
(Adapted from Cultural Competence Education for Students in
Medicine and Public Health, 2012)
Cultural Competence and AuD Academic
Programs
• How culturally aware and diverse is the Audiology
profession currently?
– In the profession
– In the applicant pool
• Student Recruitment
• Student Admissions
• Coursework
– Faculty attitudes
– Inclusion (or “culturally responsive education”)
– Support: advisors, student affairs office, social groups,
international office
• Expand on the culture of Audiology and role in health
care
Diversity and the Profession
(ASHA data)
Ethnicity
Certified in Audiology
Hispanic or Latino
344 (3%)
Not Hispanic or Latino
10,371 (80%)
Ethnicity not specified
2,263 (17%)
TOTAL
12,978
From Table 2. ASHA SUMMARY MEMBERSHIP AND
AFFILIATION COUNTS BY ETHNICITY, RACE, AND
CERTIFICATION STATUS. JANUARY 1 THROUGH DECEMBER
31, 2012
Source: ASHA Counts for Year End 2012
Diversity and the Profession
(ASHA data)
Race (Source: Dues Notice 2012)
Certified in Audiology (n=9956)
American Indian or Alaska Native
0.2%
Asian
3.1%
Black or African-American
2.3%
Native Hawaiian or Other Pacific
Islander
0.1%
White
92.3%
Multiracial
1.9%
From Table 6: DEMOGRAPHIC PROFILE OF ASHA MEMBER AND
NONMEMBER CERTIFICATE HOLDERS CERTIFIED IN AUDIOLOGY
ONLY JANUARY 1 THROUGH DECEMBER 31, 2012. Total n = 12,978
Source: ASHA Counts for Year End 2012
Diversity and AuD Students
(ASHA data)
Degree
Number of
Existing
Programs
Number of
Programs
Respondin
g
White -Racial/Eth
nonnic
internation Minority
al
Internation
al
AuD
75
64
1,896
(86.2%)
77 (3.5%)
227 (10.3%)
From Table 17: TOTAL GRADUATE ENROLLMENT BY AREA OF
STUDY, DEGREE TYPE AND RACE/ETHNICITY 2010-2011
ACADEMIC YEAR
HES CSD education Survey National Aggregate Data Report: 20102011 Academic Year (ASHA)
Diversity and AuD Students
(ASHA data)
Degree
Number of
Existing
Programs
Number of
Programs
Respondin
g
White -Racial/Eth
nonnic
internation Minority
al
Internation
al
AuD
75
64
389 (83.7%)
17 (3.7%)
59 (12.7%)
From Table 23: TOTAL NUMBER OF DEGREES GRANTED BY AREA
OF STUDY, DEGREE TYPE AND RACE/ETHNICITY 2010-2011
ACADEMIC YEAR
HES CSD education Survey National Aggregate Data Report: 20102011 Academic Year (ASHA)
Ethnicity
CSDCASEthnicity tats 2013
(2012-2013)
AuD
Hispanic/Latino/Latina
45
7.27%
American Indian
1
2013 RUSHAuD
4
3.67%
.16% 0
9
8.26%
Black or African-American
33
5.33%
10
1.62%
Native Hawaiian
0
0
88
80.73%
Multiple
495
79.97%
9
1.45%
Did Not Report
26
4.20%
6
5.50%
Asian
White
Current Applicant Pool
(CSDCAS Data)
0
2
1.83%
Gender
CSDCAS- AuD
Male
16.32%
Female
83.68%
Age
Age Up to 19
CSDCAS- AuD
RUSH- AuD
101 14.68%
518 85.32%
RUSH- AuD
0
101
92.66%
6
5.50%
1
.92%
1
.92%
Age 46+
0
531
85.78%
55
8.89%
16
2.58%
5
.81%
5
.81%
7
1.13%
Did Not Report
0
0
Median for all applicants
22
21
Age 20 - 25
Age 26 - 30
Age 31 - 35
Age 36 - 40
Age 41 - 45
0
0
16
93
Rush Current Enrollment
(n = 39)
Group
Number
Females
32
Males
7
African-American
2
Asian
4
Hispanic
1
International
4
STUDENT RECRUITMENT AND DIVERSITY
• Involvement with Minority Serving
Institutions (at level of admissions office)
– Attend recruitment and career fairs
– Establish and maintain contacts and other
interactions with these institutions
• Host your own information event – invite
prospective students to your campus. (program
level)
• Use events you already have to invite advisors and
prospective students – e.g., Presentation Day for
capstone projects (program level)
STUDENT RECRUITMENT AND CULTURAL
COMPETENCE
• Prompt responses to interested students
and appropriate follow-up. May include:
– A current student or recent graduate
– Designated individuals on your campus, such as
Office of Student Affairs or International Office
or Multicultural Student Affairs
– A faculty or staff member who might be better
able to establish a link
STUDENT RECRUITMENT AND CULTURAL
COMPETENCE
• Sustained communication with prospective
students (we assign a faculty member contact)
– Triple checking that students have information
that is needed
– Learn about the culture or ethnic group
• Program web page information about diversity
– Highlight diversity that exists
– Stress and depict how diversity is part of your
program’s or university’s culture (community
events, volunteering, special lectures or events,
interprofessional opportunities)
STUDENT RECRUITMENT AND CULTURAL
COMPETENCE
• Develop a tracking system if appropriate
– From where have successful applicants been
recruited?
• How did they find out about your program?
• Who were their advisors or major professors?
• Develop funding -- assistantships,
scholarships, fellowships. Rush University
Diversity Scholarships
The Multicultural Summer Enrichment
Program – Rush University
• Focus is on students interested in health
careers – they see the broad spectrum
available at Rush
• One week, housing and food provided
• Starts with basics:
– Mock interviews
– Developing a personal statement
– GRE and MCAT
– Financial aid
The Multicultural Summer Enrichment
Program – Rush University
• Next, lectures from graduate faculty that focus
on health disparities, chronic illness, and their
impacts on the communities near Rush
• Anatomy lab – demo and lectures
• Information about basic clinical skills
• Shadow a senior student in one of Rush’s
community programs
• Learn about various health related disciplines,
including audiology.
The Multicultural Summer Enrichment
Program – Rush University
• Patient assignment (fictitious!):
– Work with a Rush student to figure out the
diagnosis and treatment plan
• They ask many questions!
• Faculty and student only provide direction on how
to find the answer and whether they are on the right
track.
• Presentation about their case on the last day
The Multicultural Summer Enrichment
Program – Rush University
• RESULTS:
– Over past 5 years:
• 12 students entered a health professions program
(12%)
– 5 came to Rush
– Success is based on seeing unrepresented
numbers increase, whether they come to Rush
or another program.
Student Admissions and the Goal of
Racial/Ethnic Diversity
• Department of Justice has recognized the huge
benefits of diversity in learning.
• Quotas not allowed, but race can be taken into
account.
– Different weights can be assigned to different
diversity factors
– But applicants cannot be defined primarily by their
race (accept/reject cannot be based on race)
– An individualized and holistic review of all
applicants.
Student Admissions and the Goal of
Racial/Ethnic Diversity
GUIDELINES
Office for Civil Rights
Guidance on the Voluntary Use of Race to Achieve Diversity in
Postsecondary Education
•
GUIDANCE ON THE VOLUNTARY USE OF RACE TO ACHIEVE DIVERSITY IN
POSTSECONDARY EDUCATION
http://www2.ed.gov/about/offices/list/ocr/docs/guidance-pse-201111.html
• U.S. Department of Education
Office for Civil Rights, Customer Service Team
400 Maryland Avenue, SW
Washington, DC 20202-1100
Telephone: 800-421-3481
Fax: 202-453-6012; TDD: 877-521-2172
Email: OCR@ed.gov
Cultural Competence: Ensuring Success
1. Inclusion: In the classroom, clinic, student
life
2. Assisting Faculty and Staff: Competency
and Attitudes
Inclusive Education
• UNESCO (2009)
– Incorporates all groups, including racial, ethnic,
socioeconomic; expands the definition beyond
disabilities.
– Applies to post-secondary education: “…supports
and welcomes diversity amongst all learners.”
– Schools and faculty adapt to the needs of the
learners (i.e., AuD students), including social and
cultural needs.
• Rather than students adapting to the needs of the
program or school
• Requires strong and clear institutional support
Inclusive Education in Rush AuD
Coursework
• Accommodations or adjustments for:
– Religious observances
– Disabilities
– Diet (food functions - in the classroom and social)
• Interprofessional teaching of AuD courses
–
–
–
–
–
–
–
Genetics
Pharmacology
Electrophysiology
Anatomy
Leadership
Investigative Project
Rounds – case based
Assisting Faculty and Staff: Competency and
Attitudes
• Systematic approach to develop the cultural
awareness and competency of faculty
• Some methods we have used:
– The university requires all faculty to develop at
least one “diversity” goal each year
– Monthly “diversity” Lunch & Learns:
• Racial and Ethnic Disparities in Health Care
• Healthcare Disparities: Treatment Patterns Related to
Culture
• Disparities in Breast Cancer Mortality: Eliciting
Community Voices
Cultural Competence: Faculty
• Annual required learning module on
cultural awareness and diversity
• The Rush Diversity Leadership Group
– “Rush University Medical Center will be a
diverse and inclusive patient care, educational,
research and community service institution of
the highest caliber.”
AuD Student Advising and Cultural
Competence
• At Rush, advising faculty typically have 7-9
AuD students (mix of 1st – 4th years).
• Advising Schedule
– At least 1 meeting/quarter during the first year
– May taper after that
– Content: grades, coursework and clinical
progression, special interests
Cultural Awareness and Student Advising
• Strategies
– Be a good listener; recognize that the student’s
expectation of self might be different than yours
– Be aware of your own cultural biases!
– Be aware of the role of language…in your own
communications and in the student’s learning
– As with all students, show dignity and respect
– Ensure that you relate to the student as an
individual, not as a representative of a large group.
Reference was unauthored;
part of a larger list.
Diversity and Cultural Awareness in
Admissions, Coursework and Clinical Education
Learning Objectives:
 1. Describe the need for cultural competence
among health care professionals in our diverse
society
 2. Discuss issues involved in creating a culturally
sensitive environment that promotes cultural
awareness in academia
3. Describe strategies that ensure instructors and
clinical preceptors model cultural competence in
students' clinical education
48
Cultural Competence in Clinical Education:
Dual Focus:
• Respecting and accommodating customs
and beliefs of culturally diverse AuD
students
• Educating/training all Rush AuD students
to be culturally competent
49
Cultural Competence in Clinical Education:
Sensitivity to Cultural Differences
Cultural Considerations:
• Practicum Schedules
• Religious Holidays
• Customs and Restrictions
• Dietary restrictions
©2003 RUSH
University Medical
Center
Clinical Education: Religious Practices
Practicum Schedule:
• May be altered around religious practices and
holidays
• Absences do not relieve students from coursework
or clinical responsibility
• Accommodation is considered an undue hardship
if it will result in the inability of the student to
perform an essential function of the course or
program of study
©2003 RUSH
University Medical
Center
Clinical Education: Religious Practices
Non-discrimination regardless of religious
affiliation:
– Reasonable accommodation is to enable a
student to participate in his/her religious
practice and belief without undue hardship in
the conduct of the University’s operation
– Reasonable alternative opportunity to complete
academic/clinical responsibilities
– Examples: time to pray, flexibility with religious
attire, re-scheduled clinical practicum
©2003 RUSH
University Medical
Center
Clinical Education: Customs and Restrictions
Muslim:
• Physical contact is not permissible between
opposite genders
• Hugging and hand holding with the same sex is a
sign of friendship
• Hand shaking occurs whenever you come or go
• Left hand is considered impure
• Hurrying and finger pointing is considered rude
• Eye contact is important
©2003 RUSH
University Medical
Center
Clinical Education: Customs and Restrictions
Orthodox Jewish:
• Men and women not allowed to shake hands, hug
or touch unless they are married; only allowed to
touch their spouses.
• Females/males not allowed in closed room with
opposite sex unless there is a window
Hindu:
• Hand shaking is acceptable
• Hugging is limited to family
©2003 RUSH
University Medical
Center
Clinical Education: Customs and Restrictions
Orthodox Jewish:
• Women covered from the neck to below the
knees
• Women not allowed to expose hair after
marriage
• Men must wear yarmulke and may have
tassels hanging from their waist
©2003 RUSH
University Medical
Center
Clinical Education: Customs and Restrictions
Muslim
• Modesty in attire and attitude
• Professionals should dress modestly
• Most evident in women who wear the Hijab
• Women must cover their body, except for face and
hands
• Burka not obligatory
• Men likely cover their torso from their navel to
their knees
©2003 RUSH
University Medical
Center
Clinical Education: Customs and Restrictions
Hindu:
• Traditional costume women sari; more
modern interpretation is long tunic over
trousers
• Traditional men wear jacket with buttons;
more modern is either western clothes or
long tunic over trousers
• Married woman may wear a bindi (red dot)
on forehead
©2003 RUSH
University Medical
Center
Clinical Education: Customs and Restrictions
• Orthodox Jewish
– Kosher Food Preparation
– Do not mix milk and meat
– May eat meat from cattle, sheep, goats, bison, deer, chicken,
geese, ducks, turkey and fish with scales
– Religious fasts
• Muslim
– Halal (Islamic dietary guidelines)
– Pork and meat from carnivorous birds and meat from
animals not slaughtered properly forbidden
– Alcohol forbidden
– Fasting during Ramadan (dawn-sunset)
©2003 RUSH
University Medical
Center
Clinical Education: Customs and Restrictions
• Hindu
–
–
–
–
Vegetarian
Beef and pork are forbidden; fish allowed in some areas
Unlikely to consume alcohol
Occasional fasting
• Buddhist
– Vegan
– Meat, poultry and fish are forbidden
©2003 RUSH
University Medical
Center
Support for International Students
RU Office of International Services provides:
• Orientation for all new students
• Information and assistance re:
·
·
·
·
·
·
·
·
·
·
·
·
Immigration
Identity theft
Housing
Insurance
Banking
Safety & security
Academic expectations
Driver’s licenses
Social security cards
Employment
Shopping
Getting around Chicago
60
AuD Student Clinical Competence Training:
Three-Pronged Approach
• Knowledge based: Information related to
definitions of culture and related conceptsidentify cultural healthcare beliefs
• Attitude based: awareness of impact of sociocultural factors in patient behavior and beliefs
that affect clinical outcomes
• Skill building: focus on learning communication
skills
©2003 RUSH
University Medical
Center
Cultural Competence: AuD Student Training
Methods:
• Classroom lectures
• Workshops on diversity
• Standardized patient exercises
• Case based studies
• Journaling
©2003 RUSH
University Medical
Center
Cultural Competence: AuD Student Training
Methods:
• Clinical clerkships
• Language training
• Immersion programs
• Community based experiences
• Interactive exercises
• Student cultural presentations
©2003 RUSH
University Medical
Center
Cultural Competence: AuD Student Training
Objectives:
1) Develop clear and achievable learning outcomes
2) Develop content focused on the diversity of
human experience
3) Raise awareness of students’ own biases and
prejudices
4) Promote cultural diversity among all students
and at all levels of the institution
5) Integrate cultural diversity across the entire
curriculum
©2003 RUSH
University Medical
Center
Cultural Competence: AuD Student Training
Objectives:
6) Teach practical skills
7) Discuss cultural competence throughout clinical
education, rather than in isolated workshops
8) Make diversity patient-centered
9) Provide direct faculty observation and feedback
10) Teach outside the classroom and hospital setting
11) Use interactive educational methods, such as
standardized patient encounters, role play and
self-reflective journal assignments
©2003 RUSH
University Medical
Center
Cultural Competence: AuD Student Training
Content:
– Ethics of cultural competence
– Complete the Diversity Awareness Profile
– PP presentation on different cultures and
religions related to healthcare
– Diversity of cultural and religious beliefs
– Instructed on use of interpreters
– Develop knowledge on cultural customs and
values that affect our service delivery
– Review the Rush Discrimination policy
66
Cultural Competence: AuD Student Training
• Co-Curricular Opportunities to Develop
Cultural Competence
– Student Organizations
– Community Service
– International Service
67
Cultural Competence via Student Groups
• Rush University has over 25 diverse student groups
• Includes medical, nursing and allied health
students
–
–
–
–
–
–
–
Asian Pacific American Medical Student Association
Jewish Student Association
Orthodox Fellowship Club
Rush Christian Fellowship
Rush Muslim Student Association
Rush International Medical Association
Rush Pride
©2003 RUSH
University Medical
Center
Cultural Competence via Community Service
Rush Community Services Initiative
Program(RCSIP):
• Network of ongoing community service programs
• Students volunteer with Rush faculty
• Students exposed to diverse populations
• Faculty providers model culturally competent
health care
69
Cultural Competence via Community Service
Volunteer Service to Underserved Communities:
• Assess the need for potential services in the Chicago
community that could benefit from the voluntary
assistance of Rush students and faculty
• Match these service needs with the students' desire to
be part of an active community service experience
• Coordinate these activities to the mutual benefit of
students, faculty and community
• Evaluate the effects of community service experiences
on the personal learning and development of the
students
70
Cultural Competence via Community Service
RU Caring:
• Program brings together students from all areas of
Rush University, including medical, nursing,
audiology and occupational therapy students
• Provides students opportunity to develop and to
improve clinical, interpersonal and leadership
skills while helping in the community.
©2003 RUSH
University Medical
Center
Cultural Competence via International Service
Trips
Haiti and Dominican Republic:
• Students spend 2-4 weeks in an underserved developing
country supervised by Rush Faculty
• Work includes epidemiology, diagnosis, treatment, control
and prevention of selected diseases indiginous to the country
Belize:
• Ten day experience which has included volunteering in
schools for disabled, nursing homes, day care centers for
elderly, outreach for children infected with HIV/AIDS,
mental health clinics, building homes
©2003 RUSH
University Medical
Center
Modeling Cultural Competence: Preceptor
Training
• Provide support for on-campus and offcampus clinical preceptors
– Printed materials
– Websites
– Diversity Awareness Profile
• Some large hospital settings complete
cultural diversity training
73
Modeling Cultural Competence: Preceptor
Training
ASHA Resource Documents:
•
•
•
•
ASHA Board of Ethics-Cultural Competence
ASHA Cultural Competence Checklist: Personal Reflection
Cultural Competence Checklist: Policies & Procedures
Knowledge and Skills Needed by Speech-Language
Pathologists and Audiologists to Provide Culturally and
Linguistically Appropriate Services
American Speech-Language-Hearing Association. (2010). Cultural Competence Checklist:
Personal reflection. Available from:
www.asha.org/uploadedFiles/practice/multicultural/personalreflections.pdf.
American Speech-Language-Hearing Association. (2010). Cultural Competence Checklist:
Service delivery. Available from
www.asha.org/uploadedFiles/practice/multicultural/personalreflections.pdf.
74
Modeling Cultural Competence: Preceptor
Training
Website Resources:
• National Center for Cultural Competence
http://nccc.georgetown.edu/
• Diversity Training Modules for Communication
Sciences and Disorders (Portland State
University)
www.pdx.edu/sphr/sites/www.pdx.edu.sphr/files/Modules_all.pdf
http://www.omi.wa.gov.au/omi_guidelines.cfm
• Office of Multicultural Interests (Australian)
http://www.omi.wa.gov.au/omi_guidelines.cfm
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Modeling Cultural Competence: Preceptor
Training
Diversity Awareness Profile (DAP)
•
Self-assessment tool used by organizations to improve
working relationships among diverse co-workers and
customers
• Become more aware of own behaviors and actions,
whether obvious or subtle
• Evaluate and understand how your behavior can affect a
person of a different culture, gender, or ethnic background
• Modify your behaviors and find the path toward respect
for all people
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Cultural Competence: Diversity Awareness
Profile
©2003 RUSH
University Medical
Center
Cultural Competence: Diversity Awareness
Profile
©2003 RUSH
University Medical
Center
Back to the “Culture of Audiology”
• Societies and economies are becoming more
global
• Multicultural, multiracial, and multilingual are
the new NOW
• Audiology is part of health care
• Growing awareness that culturally competent
teams result in improved health care outcomes
• AuD programs play a critical role in developing
cultural competence as part of the Culture of
Audiology!
Summary
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