Page 10 - ASCO Cultural Competency Toolkit

PEDAGOGICAL FRAMEWORK
The praxis underlying cultural competency and humility training seeks to build both awareness around difference and openness to considering how those differences in lived experience across intersectional identities influence relationship building, health care, and health outcomes. It moves beyond the idea of simple tolerance or reliance on stereotypes and instead seeks to understand the value of difference and diversity. It involves the cognitive capacity to differentiate and integrate multiple perspectives, recognizing self (the clinician) as one of the perspectives. The teaching of these topics, unlike technical skills training, focuses on helping students develop frameworks of understanding, thereby fostering deeper engagement and critical thinking around cultural competence and humility as it applies to patient care, health systems, and policy development. (Rivera M, et. al., 2010)
The three main content areas of recommended standards in the area of cultural competence and humility as identified in the California Endowment’s Principles and Recommended Standards for Cultural Competence Education of Health Care Professionals are knowledge, skills, and attitudes (The California Endowment, 2003). The objectives listed under each area below have been adapted from their original document to center optometric education within the framework.
A. Attitudes
▪ Lifelong commitment to learning and self-evaluation through an ability to recognize and question one’s own assumptions, biases, stereotypes, and responses.
▪ Open-mindedness toward and respect for all patients, including people of different identities, social roles, or cultures.
▪ Provision of patient and family-centered care with the understanding that effective therapeutic alliances may be formed differently across patients and cultures.
▪ Commitment to equitable quality care for all people.
▪ Identification of systemic or organizational barriers to access and use of services by their patients
and being proactive within their practice environments to eliminate these barriers.
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