1. Désirée Lie, MD, MSEd1,
John Boker, PhD1,
Sonia Crandall, PhD2
Christopher N. DeGannes, MD, FACP3,
Donna Elliott, MD, EdD4,
Paula Henderson, MD5
Cheryl Kodjo, MD, MPH6
Lynn Seng, MSEd7
Faculty and Medical Student Perceptions of Cultural Competence Instruction
Using the Tool for Assessing Cultural Competence Training (TACCT) :
A Collaborative Study with the University of California, Irvine School of Medicine1, the Wake Forest University School of Medicine2, the Howard University College of Medicine3, the Keck School of Medicine at the University of Southern California4, the David Geffen School of Medicine at the University of California, Los Angeles5, the University of Rochester School of Medicine6, and the University of Pennsylvania School of Medicine7.
CONCLUSIONS
Robust Results:
High response rates from students and faculty.
Schools are diverse in student demographics.
Uniform TACCT administration with data collection in a short time frame.
High concordance among faculty and student responses
High feasibility and utility using TACCT for CC curriculum needs assessment and development.
SUMMARY
TACCT can identify current areas of curricular deficit and guide future curricular development.
Future use of TACCT is tracking changes in CC training longitudinally.
PURPOSE
To examine faculty and student perceptions of cultural competence (CC) instruction, measured by the AAMC’s TACCT.
Domain Mean Percentage Scores* For Completed TACCT Surveys at Seven Schools
*Checked (“Yes”) responses scored = 1, and unchecked = 0. Domain knowledge, skill, and attitude scores computed by summing and averaging across respective items within domains. Total Domain scores computed by collapsing across all items comprising each domain. Overall scores computed by collapsing across all appropriate items.
METHODS
Course directors (n=145) and students (n=662) from seven schools reported which of 67 TACCT items were covered. Mean percentage of “yes” responses to each item was computed. Intraclass correlation coefficients (ICC) examined faculty-student agreement. Clusters of underaddressed content were identified. Results were compared for students versus faculty within each school and overall.
REFERENCES
Tool for Assessing Cultural Competence Training (TACCT), <
Lie, D, Boker, J, Cleveland, E. Using the Tool for Assessing Cultural Competence Training (TACCT) to Measure Faculty and Medical Student Perceptions of Cultural Competence Instruction in the First Three Years of the Curriculum. Acad Med. 2006; 81(6):557.
Faculty-Student Concordance (Intraclass Correlation Coefficients)
Contact:
Désirée Lie, MD, MSEd
University of California, Irvine Medical Center
101 The City Dr South
Bldg. 200, Rt. 81, Rm. 512
Orange, CA 92868 1 2 3 4 5 6 7
All
ICC
.89
.77
.88
.70
.85
.90
95% CI
This project is supported in part by grant awards from the National Institutes of Health, National Heart, Lung, and Blood Institute, # K07 HL (2005-9), and from AAMC grant initiative “Enhancing Cultural Competence in Medical Schools” (2005-8) supported by the California Endowment. Thanks to Sarah Pardee for aid in preparing this poster.