Medical faculty members' perspectives on the components of cross-cultural competence in the Islamic Republic of Iran: a qualitative study.

Despite the importance of cultural competence in health care, there has been no research to develop a framework for cultural competence in the Iranian context. This qualitative study at Mashhad University of Medical Sciences aimed to elucidate the views of medical faculty staff on the components of cross-cultural competence and compare these with similar studies published in English. Using a combination of archival studies, semi-structured interviews and focus group discussions among faculty members 3 major domains (knowledge, attitude and behaviour) and 21 components were identified to describe the cross-cultural competence of faculty members in medical schools. Participants expressed the importance of knowledge as a precursor to changing attitudes and the 6 knowledge components related to knowledge and awareness of values, beliefs and norms of different ethnic, racial and cultural groups. Experts mostly emphasized the importance of interaction between faculty members and clients (students and patients).

Medical faculty members' perspectives on the components of cross-cultural competence in the Islamic Republic of Iran: a qualitative study.

Despite the importance of cultural competence in health care, there has been no research to develop a framework for cultural competence in the Iranian context. This qualitative study at Mashhad University of Medical Sciences aimed to elucidate the views of medical faculty staff on the components of cross-cultural competence and compare these with similar studies published in English. Using a combination of archival studies, semi-structured interviews and focus group discussions among faculty members 3 major domains (knowledge, attitude and behaviour) and 21 components were identified to describe the cross-cultural competence of faculty members in medical schools. Participants expressed the importance of knowledge as a precursor to changing attitudes and the 6 knowledge components related to knowledge and awareness of values, beliefs and norms of different ethnic, racial and cultural groups. Experts mostly emphasized the importance of interaction between faculty members and clients (students and patients).

Medical faculty members' perspectives on the components of cross-cultural competence in the Islamic Republic of Iran: a qualitative study

Despite the importance of cultural competence in health care, there has been no research to develop a framework for cultural competence in the Iranian context. This qualitative study at Mashhad University of Medical Sciences aimed to elucidate the views of medical faculty staff on the components of cross-cultural competence and compare these with similar studies published in English. Using a combination of archival studies, semi-structured interviews and focus group discussions among faculty members 3 major domains [knowledge, attitude and behaviour] and 21 components were identified to describe the cross-cultural competence of faculty members in medical schools. Participants expressed the importance of knowledge as a precursor to changing attitudes and the 6 knowledge components related to knowledge and awareness of values, beliefs and norms of different ethnic, racial and cultural groups. Experts mostly emphasized the importance of interaction between faculty members and clients [students and patients]

Malgré l'importance de la compétence culturelle en soins de santé, il n'existe pas de recherche visant à établir un cadre pour la compétence culturelle dans le contexte iranien. La présente étude qualitative à l'Université des sciences médicales de Mashhad visait à élucider les points de vue du personnel de la faculté de médecine sur les composantes de la compétence interculturelle et à les comparer à des études similaires publiées en langue anglaise.E l'aide d'une association d'études d'archives, d'entretiens semistructurés et de groupes de discussions thématiques impliquant les membres de la faculté, trois domaines principaux [les connaissances, les attitudes et les comportements] ont été dégagés et 21 composantes ont été identifiées pour décrire la compétence interculturelle à acquérir par les membres des facultés de médecine. Les participants ont insisté sur l'importance des connaissances comme élément précurseur permettant une évolution des attitudes et sur les six composantes dans ce domaine liées à la connaissance des valeurs, des croyances et des normes dans différents groupes ethniques, raciaux et culturels et à la sensibilisation en la matière. Les experts ont surtout souligné l'importance de l'interaction entre les membres de la faculté et les clients [les étudiants et les patients]