Date of Conferral
Perspectives of Physicians Mandated to Complete Cultural Competence Educationby Wayne M. Boatwright
Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Health Services
Walden University May 2021 Abstract Studies show that ethnic and racial disparities continue to exist in health care delivery. The economics of today’s multicultural world along with changing demographics and persistence of inequality in healthcare have challenged healthcare professionals to consider cultural competency (CC) training to assist in eliminating health disparities. The purpose of this study was to identify the perspectives of physicians who were mandated to complete CC education. The conceptual framework used the Purnell model for cultural competence. For this single case qualitative study, data were collected using semi structured interviews. The study involved a descriptive examination of 10 physician’s perceptions and experiences who had privileges at one hospital system in New Jersey and were mandated to complete 6 hours of CC education. Data analysis involved digitizing records and cutting them into pieces using Microsoft Word and Microsoft Excel and as a result, four themes were generated. All study participants revealed a lack of CC education early in their career and medical school. Participants generally found less of a need to enroll in CC elective courses in medical school. During clinical rotations, CC importance was difficult to ascertain. Furthermore, CC education had varying degrees of importance with each specialty in residency and fellowship. Overall, all participants agreed that CC education was important to patient outcomes and their practice and should be mandated. The findings positively impact social change by supporting the continued mandating of CC education as a means of enhancing physician-patient relationships.
Boatwright, Wayne McCarthy, "Perspectives of Physicians Mandated to Complete Cultural Competence Education" (2021). Walden Dissertations and Doctoral Studies. 10411.