134 - How to Teach Cross Cultural Communication: A Workshop Using the Experiential Learning Model

Poster Number: 134
Publication Number: 134.217

Angie Buttigieg, The Mount Sinai Kravis Children's Hospital, New York, NY, United States; Deanna Chieco, Mount Sinai School of Medicine, New York, NY, United States; Maria Maldonado, Icahn School of Medicine at Mount Sinai, New York, NY, United States; Kelly Wang, Icahn School of Medicine at Mount Sinai, New York, NY, United States; Allison Gault, Icahn School of Medicine at Mount Sinai, New York, NY, United States; Leora Mogilner, Icahn School of Medicine at Mount Sinai, New York, NY, United States

Background: In 2020, the Accreditation Council for Graduate Medical Education (ACGME) released updated pediatric residency program requirements, including competence in communication with patients from diverse backgrounds. Studies show pediatric residents cite a lack of training in cross-cultural communication (CCC).

Objective: Design a CCC workshop that uses the experiential learning model to teach two CCC models, Kleinman’s 8 questions and LEARN (Listen, Explain, Acknowledge, Recommend, Negotiate), measure participants’ awareness of the effect of their cultural identity on CCC and familiarity with and confidence in CCC pre/post workshop.

Design/Methods: We based learning objectives on the Tool for Assessing Cultural Competency Training from the Association of American Medical Colleges. Workshop design, based on Kolb’s experiential learning model, included active reflection on one’s cultural identity and past cross-cultural interactions, introduction to two CCC models, and application to a cross-cultural case. In 2020-2021, we delivered this 2-hour workshop to trainees at two large, urban sites. Trainees included pediatric and preventive medicine residents and medical students. We administered an anonymous, retrospective, pre/post survey after the workshop. We measured participants’ awareness of the effect of their own cultural identity on CCC, familiarity with CCC models, and confidence in using CCC models with 5-point Likert scales. We analyzed responses using Wilcoxon signed rank tests.

Results: We gave the workshop to 62 trainees, 44 completed the survey (71%). Of respondents, 84% were pediatric residents. Post workshop, 36.4% were extremely aware of the effect of their own cultural identity on CCC compared to 4.5% pre-workshop (p < 0.0001). Responses of “quite” or “extremely” familiar with Kleinman’s 8 questions and the LEARN model increased post-workshop compared to pre (68.2% vs. 6.8% p < 0.0001) and (83.7% vs. 2.3% p < 0.0001), respectively. Confidence in managing cross-cultural misunderstandings when conveying a diagnosis and explaining disease management increased post-workshop compared to pre (70.4% vs. 25%, p < 0.0001) and (70.5% vs. 20.5%, p < 0.0001), respectively.Conclusion(s): A workshop that uses the experiential learning model to teach CCC increased participants’ awareness of how their cultural identity affects CCC and increased familiarity with and confidence in using two CCC models. Future studies will assess retention of CCC skills and their effects on patient satisfaction. This workshop provides pediatric program directors with a useful tool to enhance CCC curriculum and meet ACGME requirements.
Angie Buttigieg- CVAngieButtigieg-CV10252021.docx.pdf
Table 2: Comparison of learner knowledge, attitudes, and confidence pre and post workshop