Introduction, disclosures

Principles of cultural competence  Epidemiology backdrop in the U.S. and a changing cultural picture  Definitions: culture; health equity vs. equality and health inequities  Different cultural and identity considerations that cultural competence models take into account  Introduction to implicit bias, the ways in which it affects healthcare decision-making, and its interrelationship with cultural competency  Introduction to national culturally and linguistically appropriate services (CLAS) standards

Practical applications in healthcare  LGBTQIA+ considerations  Terminology  Background: epidemiology; additional and unique health risks  LGBTQIA+ proficient clinical care  LGBTQIA+-supportive office and health-system environment for healthcare employees and patients alike  Intake and assessment of patients  Personnel considerations during hiring and training of healthcare employees  Community outreach and health promotion  Populations with limited English proficiency  Background  Provision of CLAS and application of CLAS standards  Language assistance and professionally trained medical interpreters  Underserved communities – special considerations for:   Aged individuals  Race and ethnicity  Socioeconomic status  Social needs & determinants of health  The patient-centered approach – strategies for overcoming treatment barriers  Skills for effective communication in cross-cultural care  Styles of communication and strategies for engagement  Taking into account patient factors:  Belief systems  Complementary & alternative medicines  Present stresses & support system

Summary, conclusions, and best practice recap

By the end of the session the participant will be able to:

• Recall resources and strategies to address bias and practice respect for patients from all backgrounds.
• Briefly describe the history of the study of heuristics and bias by leading experts.
• Distinguish fast vs. slow thinking and their relations to bias, and cognitive, affective, and implicit bias.
• Employ at least three examples of strategies to mitigate bias against Black people in medical research, education, and clinical diagnosis.
• Describe the professional ethical obligations to mitigate bias and develop cultural humility, and estimate the consequences of physician bias on patient outcomes.

ACCME Activity #202796178

ACCREDITATION FOR THIS COURSE HAS EXPIRED. YOU MAY VIEW THE PROGRAM, BUT CME / CE IS NO LONGER AVAILABLE AND NO CERTIFICATE WILL BE ISSUED.

As a provider of continuing medical education, it is the policy of ScientiaCME to ensure balance, independence, objectivity, and scientific rigor in all of its educational activities. In accordance with this policy, faculty and educational planners must disclose any significant relationships with commercial interests whose products or devices may be mentioned in faculty presentations, and any relationships with the commercial supporter of the activity. The intent of this disclosure is to provide the intended audience with information on which they can make their own judgments. Additionally, in the event a conflict of interest (COI) does exist, it is the policy of ScientiaCME to ensure that the COI is resolved in order to ensure the integrity of the CME activity. For this CME activity, any COI has been resolved thru content review by ScientiaCME.

Disclosures of Faculty: Marin Gillis, PhD, LPh, Professor and Interim Chair, Department of Justice & Health Humanities, Roseman University of Health Sciences, College of Medicine, has no relevant financial disclosures.

Disclosures of Educational Planners: Charles Turck, PharmD, BCPS, BCCCP, President of ScientiaCME, has no relevant financial disclosures.  

Faculty WILL NOT discuss off-label uses of a commercial product. 

All relevant financial relationships have been mitigated.

ScientiaCME adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Education. Any individuals in a position to control the content of a CE activity, including faculty, planners, reviewers or others are required to disclose all relevant financial relationships with ineligible entities (commercial interests). All relevant conflicts of interest have been mitigated prior to the commencement of the activity.

Commercial Support Disclosure: This program is supported by an educational grant from Sanofi and UCB.

• Read the learning objectives above
• Take the Pre-Test (optional). Completion of the pre-test will help us evaluate the knowledge gained by participating in this CME activity.
• View the online activity. You may view this is in more than one session, and may pause or repeat any portion of the presentation if you need to.
• Minimum participation threshold: Take the post-test. A score of 70% or higher is required to pass and proceed to the activity evaluation.
• Complete the activity evaluation and CME registration. A CE certificate will be emailed to you immediately.

Cultural/Linguistic Competence & Health Disparities

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