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Context: Most US medical schools have instituted cultural competence education in the undergraduate curriculum. This training is intended to improve the quality of care that doctors, the majority of whom are White, deliver to ethnic and racial minority patients. Research into the outcomes of cultural competence training programmes reveals that they have been largely ineffective in improving doctors' skills. In varied curricular formats, programmes tend to teach group-specific cultural knowledge, despite the vast heterogeneity of racial and ethnic groups. This cultural essentialism diminishes training effectiveness., Methods: This paper proposes key curriculum content changes and suggests the inclusion of an intersectional framework in the cultural competence curriculum. This framework maintains that racial and ethnic minority groups hold multiple social statuses, called social locations, which interact with one another to uniquely shape the health views, needs and experiences of the individuals within the groups. Social locations include those defined by race, ethnicity, gender, social class and sexuality, which are experienced multiplicatively, not additively, within a particular social context. Cultural competence education must go beyond simplified cultural understandings to explore these more complex meanings. Doctors' ability to understand, communicate with and treat diverse groups can be vastly improved by applying an intersectional framework in academic research, self-awareness exercises and clinical training., Results: Integrating an intersectional framework into cultural competency education can better prepare doctors for caring for racial and ethnic minority patients. This paper recommends curriculum elements for the classroom and clinical training that can improve doctor knowledge and skills for caring for diverse groups. Medical schools can use the proposed model to facilitate the development of new educational strategies and learning experiences. These improvements can lead to more equitable care and ultimately diminish disparities in health care. Although these recommendations are designed with US schools in mind, they may improve doctor understanding and care of marginal populations across the world., (© Blackwell Publishing Ltd 2012.)

The growth of immigrant populations in the United States over the past 20 years has increased the need to enhance understanding about the risk factors that influence their substance abuse and HIV risk behaviors. Today, Latinos account for the largest majority of immigrants gaining entry into the United States. As the largest and fastest growing minority subgroup in the United States, they bear a disproportionate burden of disease and death compared to non-Latinos. Latinos are confronted with escalating HIV and substance-abuse problems, particularly Latinos between the ages of 18-34. This paper is based on our longitudinal study on the drug using and HIV risk behaviors of 527 recent Latino immigrants between the ages of 18-34 who have lived in the United States less than 1 year. The data collection activities of this study have provided insights in identifying, recruiting, interviewing, and retaining Latinos in community-based studies. Strategies, such as utilizing a combination of translation techniques, ensured the development and implementation of culturally appropriate questionnaires. Respondent-driven sampling facilitated identifying participants. Establishing rapport and trust was critical for interviewing, and maintaining a tracking protocol was most important for retention. The lessons learned from this study can guide substance abuse and HIV researchers when recruiting, interviewing, and retaining recent Latino immigrants in future epidemiologic studies. , (Copyright © American Academy of Addiction Psychiatry.)

The recent intense attention given to the existence of racial and ethnic health care disparities in the United States has resulted in an enhanced focus on the problem and a call to integrate cultural competence training into health professions curricula. While most dental schools have formally integrated cultural competence into their curricula, the professional literature contains little information regarding the specific types of curriculum modifications necessary to prepare culturally competent dentists. The purpose of this article is to communicate the process and materials used to develop and present didactic curriculum content incorporating cultural competence and to report early data regarding its effectiveness in improving students' knowledge and self-awareness regarding cultural competence. The preliminary observation of differences between pre-test and post-test scores suggests that the curriculum content may have contributed to developing students' cultural knowledge and self-awareness. Students' reflection papers also provided qualitative evidence that experience with the curriculum modules was transformational for some. Recommendations for future curriculum modifications and follow-up research studies to validate the instrument are discussed.

The Institute of Medicine (IOM) report Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care is serving as a catalyst for the medical profession to re-examine the manner in which its institutions and training programs relate to cultural competence. This report found that racial and ethnic disparities exist in health care and that a lack of access to care does not fully explain why such disparities exist. The IOM study found bias, stereotyping, prejudice, and clinical uncertainty as possible contributing causes. The U.S. Surgeon General's Report on the Oral Health of the Nation also pointed to oral health disparities related to race, ethnicity, and culture. This paper discusses how medicine is responding to the Unequal Treatment report and the lessons to be considered for dentistry. Recommendations on how dentistry can apply the knowledge from this report to help reduce oral health disparities are suggested. [ABSTRACT FROM AUTHOR]

Arab Americans (ARAM) comprise approximately 3.7 million individuals in the United States (US). The Census Bureau classifies ARAM as white and does not acknowledge them as a minority group in the Middle East North African (MENA) category creating a challenge when assessing their health outcomes. Like other minority groups, ARAM have unique social behaviors and cultural attributes that directly affect their health outcomes. However, many health care professionals in the US are not well‐informed of their culture. Hence, it is important for clinical pharmacists to familiarize themselves with the Arab culture in order to engage the ARAM patient and provide culturally competent care. This article reviews ARAM demographics and some of their common health behaviors and associated outcomes. The authors also offer culturally sensitive recommendations addressing important areas of health care to mitigate health disparities for this growing patient population. [ABSTRACT FROM AUTHOR]