Browsing by Subject "Cultural humility"

Now showing 1 - 6 of 6
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    Culturally-Informed Family Education in the Infant Population
    (2022-04-30) Lindenmayer, Claire; Zeigler, Jayson; Department of Occupational Therapy, School of Health and Human Sciences; Faurote, Emily; Rexroat, Theresa
    Working with infants and families can be as challenging as it can be rewarding for healthcare professionals, particularly when working with families of diverse cultures. Many cultures perform various parenting practices which are viewed in the western world as odd or even dangerous. Addressing these practices is difficult and creates a barrier to providing equitable, family-centered care. The purpose of this capstone project was to provide education to healthcare practitioners working with high-risk infants in the NICU and outpatient settings. Interviews were administered with NICU and outpatient staff to gain understanding of staff perceptions of family-centered care. A pre-survey was distributed to NICU nursing and therapy staff, outpatient pediatricians, and outpatient therapists to gain baseline knowledge of staff awareness and understanding of cultural parenting practices. An educational PowerPoint was provided to staff along with a post-survey and quiz to measure success of the education. Staff demonstrated increased knowledge and confidence in providing culturally-informed education to families regarding these practices. This project emphasized the importance of ongoing cultural education for healthcare providers working with the infant population.
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    Four Learner Categories in Global Health Experiences: A Framework for Successful Resident Engagement
    (Ubiquity Press, 2022-08-08) Guiles, Daniel A.; Nuwagira, Edwin; Stone, Geren S.; Medicine, School of Medicine
    An increasing number of residency programs in the United States now offer global health experiences for trainees, yet many participating residents lack the behaviors and skills needed to engage effectively with local partners and colleagues. In the experience of the authors, trainees working in global settings fall into 1 of 4 learner categories determined by their degree of cultural humility and their willingness to engage with their hosts. This viewpoint proses the concept of "re-orientation," or ongoing structured mentorship, as a way to provide key opportunities for residents to mature in these two important areas during their global experiences. We propose that residencies should incorporate "re-orientation" as a component of their global health rotations in order to provide their trainees with the skills and behaviors to engage successfully with their local colleagues and partners.
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    Integrating Cultural Humility Into Infant Safe Sleep Counseling: A Pediatric Resident Simulation
    (Cureus, 2021-12-31) Moore, Chelsea; Hecht, Shaina M.; Sui, Htayni; Mayer, Lisa; Scott, Emily K.; Byrne, Bobbi; McHenry, Megan S.; Pediatrics, School of Medicine
    Introduction: Co-sleeping with infants is a common practice across cultures, but pediatricians may struggle to engage in patient-centered conversations about infant sleep practices with non-native English- speaking families. Cultural humility is a critical skill to utilize when engaging in cross-cultural conversations. We designed a simulation for pediatric residents to counsel on safe sleep and enhance skills in self-perceived cultural humility and preparedness when caring for diverse patient populations. Methods: We created a simulation for the second year and senior pediatric residents at a large academic institution focused on a co-sleeping parent and infant from the Burmese community. The Multidimensional Cultural Humility Scale (MCHS) was administered prior to and after the simulation. We also included additional questions regarding changes in knowledge and preparation in engaging in co-sleeping conversations across cultures. Results: Fifty-seven residents participated. Overall, the mean score of the MCHS significantly increased after the simulation, indicating an increase in self-perceived cultural humility. All participants felt more prepared to have conversations about co-sleeping and to engage in difficult conversations with diverse patient populations, and all learned valuable skills to improve care for future patients. Comments regarding the scenario noted an appreciation for learning more about the Burmese population and understanding new approaches to safe sleep counseling. Discussion: After this simulated scenario, residents reported increased self-perceived cultural humility, preparedness in counseling on co-sleeping, and skills to engage in difficult conversations with diverse patient populations. Topics such as cultural humility can be incorporated into simulation-based medical education to help improve the care of diverse patient populations.
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    Oppression in Social Work Education: How Do Oppression and Privilege Impact Social Work Educators' Pedagogy?
    (2022-09) Rudd, Stephanie Ellen; Hostetter, Carol; Kyere, Eric; Burns, Debra; Khaja, Khadija
    Social work has deep roots in and a commitment to social justice and eliminating and addressing the oppression of people of diverse backgrounds. This commitment is based on the National Association of Social Work 2021 Code of Ethics. In order for social workers to learn how to ethically challenge social injustice with cultural humility, they need to develop a high level of self-awareness, or critical consciousness (Freire, 2003) and commitment to marginalized groups. This makes the role of a social work educator a critical one. Social work educators have their own biases and experiences of oppression and privilege. In order to support and prepare social work students with the skills of self-awareness and cultural humility, the educator must analyze their pedagogy, such as the inclusion of Black, Indigenous, and People of color (BIPOC) authors, the use of open dialogue, and engagement in creating and supporting brave spaces, while accurately describing social work history. Specifically, social work educators need to be aware of their social positioning in which oppression and/or privilege shape their realities, since this impacts their sense of self and teaching practices. This proposal seeks to apply qualitative research methods to investigate whether social work educators' social positioning and the associated privilege or oppressive experiences are important to understand their pedagogical and instructional practices/strategies relative to antiracism.
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    The Alzheimer's Disease Neuroimaging Initiative-4 (ADNI-4) Engagement Core: A culturally informed, community-engaged research (CI-CER) model to advance brain health equity
    (Wiley, 2024) Rivera Mindt, Mónica; Arentoft, Alyssa; Calcetas, Amanda T.; Guzman, Vanessa A.; Amaza, Hannatu; Ajayi, Adeyinka; Ashford, Miriam T.; Ayo, Omobolanle; Barnes, Lisa L.; Camuy, Alicia; Conti, Catherine; Diaz, Adam; Easter, Bashir; Gonzalez, David J.; Graham Dotson, Yolanda; Hoang, Isabella; Germano, Kaori Kubo; Maestre, Gladys E.; Magaña, Fabiola; Meyer, Oanh L.; Miller, Melanie J.; Nosheny, Rachel; Ta Park, Van M.; Parkins, Shaniya; Renier Thomas, Lisa; Strong, Joe; Talavera, Sandra; Verney, Steven P.; Weisensel, Trinity; Weiner, Michael W.; Okonkwo, Ozioma C.; Alzheimer's Disease Neuroimaging Initiative; Medicine, School of Medicine
    Introduction: The Alzheimer's Disease Neuroimaging Initiative-4 (ADNI-4) Engagement Core was launched to advance Alzheimer's disease (AD) and AD-related dementia (ADRD) health equity research in underrepresented populations (URPs). We describe our evidence-based, scalable culturally informed, community-engaged research (CI-CER) model and demonstrate its preliminary success in increasing URP enrollment. Methods: URPs include ethnoculturally minoritized, lower education (≤ 12 years), and rural populations. The CI-CER model includes: (1) culturally informed methodology (e.g., less restrictive inclusion/exclusion criteria, sociocultural measures, financial compensation, results disclosure, Spanish Language Capacity Workgroup) and (2) inclusive engagement methods (e.g., the Engagement Core team; Hub Sites; Community-Science Partnership Board). Results: As of April 2024, 60% of ADNI-4 new in-clinic enrollees were from ethnoculturally or educationally URPs. This exceeds ADNI-4's ≥ 50% URP representation goal for new enrollees but may not represent final enrollment. Discussion: Findings show a CI-CER model increases URP enrollment in AD/ADRD clinical research and has important implications for clinical trials to advance health equity. Highlights: The Alzheimer's Disease Neuroimaging Initiative-4 (ADNI-4) uses a culturally informed, community-engaged research (CI-CER) approach. The CI-CER approach is scalable and sustainable for broad, multisite implementation. ADNI-4 is currently exceeding its inclusion goals for underrepresented populations.
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    “Value my culture, value me”: A Case for Culturally Relevant Mentoring in Medical Education and Academic Medicine
    (BMC, 2023) Sotto-Santiago, Sylk; Mac, Jacqueline; Genao, Inginia
    Introduction: Mentoring programs are one mechanism used to increase diversity and participation of historically underrepresented groups in academic medicine. However, more knowledge is needed about the mentoring experiences and how culturally relevant concepts and perspectives may influence diverse students, trainees, and faculty success. This case study utilized the Culturally Engaging Campus Environments (CECE) model which examines the experiences of students in higher education. We used this model to examine the mentoring experiences of Black and Latine faculty and offer practical implications for the medical education continuum. Methods: Our research approach is best understood through qualitative inquiry stemming from a single-case study which allowed for in-depth understanding of the contexts informing the phenomenon. Phenomenology is well positioned to contribute to understanding science and health professions. Selection criteria included individuals who self-identified as Black or Latine; inclusive of all faculty ranks and tracks. This analysis focuses on 8 semi-structured interviews, averaging 3 h in length. Results: Findings centered on the area of cultural relevance, and participant narratives revealed the connection of mentoring with cultural familiarity, culturally relevant knowledge, cultural service and engagement, and cultural validation. Conclusion: The use of cultural relevance indicators can inform the creation and evolution of mentoring programs towards holistic support of historically underrepresented trainees and faculty. Implications also focus on the development of mentors and championing the incorporation of cultural humility in the mentoring process. The implications in praxis offers the possibility for a new framework for culturally relevant mentoring (CRM). Through this framework we aim to enhance and facilitate inclusive learning environments and career development.