Lightning Talk Description:
Objective: Recent events, including the case of a Somali patient impacted by the death of George Floyd, have motivated the authors to assess the current state of cultural humility among University of Minnesota Department of Psychiatry residents in response to ongoing diversity, equity, and inclusion initiatives within the department. This presentation aims to highlight the importance of training future healthcare providers to recognize the influence of their own and their patients' intersecting identities on health outcomes and to identify learning opportunities that promote diversity, equity, and inclusion in academic behavioral health settings.
Method: The authors conducted a survey using the Cultural Humility Self-Reflection Tool and Foronda's Cultural Humility Scale, adapted for psychiatry residents' self-evaluation of their preparedness to care for patients with marginalized or intersecting identities1. The survey comprised 56 questions assessing residents' ability to acknowledge biases, consider alternative perspectives, and address the unique needs of diverse patients
Results: A total of 26 psychiatry residents, representing all four years of training, participated in the survey. Overall, across many survey questions, the majority of participants rated themselves as less than “extremely knowledgeable” about and “always” or “all the time” engaging in cultural humility. No significant findings were observed in participants' cultural humility responses concerning age, sex, or faith. However, residents' year of training emerged as a significant predictor of knowledge regarding the history of colonization and its impact on Indigenous people. With each year increase in residency training, the score reflecting knowledge of colonization history and its effects on Indigenous communities decreased by -0.3362. This trend may be influenced by other factors including resident immigration status and or the impact on educational content following current social and political events, which was not included in the survey.
Conclusions: In order to effectively serve a diverse patient population, academic medicine, including residency programs, must prioritize diversity and empower residents to provide care that meets the needs of diverse patients2. Surveying residents on their perceived level of cultural humility can aid educational programs in identifying opportunities for what aspects of cultural humility to include or expand upon within the curriculum. Additionally, including residents in established diversity, equity, and inclusion committees can serve as a model to promote and enhance cultural humility amongst professionals in training by offering ongoing discussion and educational opportunities aimed to address the social identity constructs and biases in clinical care and research4.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
