Cultural minority students ’ experiences with intercultural competency in medical education

ConclusionsAs cultural minority students were confronted with microaggressions, the medical school did not succeed in creating a safe education environment for all students. Contrary to their aims and intentions, intercultural competence activities had limited effect and seemed to support the polarisation of cultural minority and majority students and teachers. This can be seen as pointing towards a hidden curriculum privileging majority over minority students. For structural integration of intercultural competency in medical education, the focus must penetrate beyond curricular activities towards the critical addressing of the culture and structure of medical school. Collective commitment to creating a safe and inclusive education climate is vital. This requires fostering social cohesion between minority and majority students and teachers, raising awareness and the practice by all involved of critical (self‐)reflexivity on cultural prejudice and dominant, exclusionary norms in academic medicine.

Source: Medical Education - April 10, 2017 Category: Universities & Medical Training Authors: Hannah Leyerzapf, Tineke Abma Tags: Cultural Competence Source Type: research